Our increasingly knowledge-based economy and business enterprises depend on education to produce experts who combine knowledge with depth of understanding. Current teaching methods produce students with superficial verbal and technical knowledge, but who may lack the insight of experts. To become experts, learners must have the opportunity to be active and independent. Independent learning can be fostered by an institutional environment characterized by freedom and order, not leading; by problem, not result orientation; by cooperation, not competition. Institutions can create barriers to deeper understanding through the forms of their organization, and assumptions about learning and assessment. Distance education institutions may 'expect independence' (the institution controls the aims and process of learning; teachers are results- and competition-oriented) or 'further independence' (the student is actively involved in developing his or her own program of studies; the institution provides advisors and resources to support the learner). Students who experience institutions that 'further independence' will demonstrate greater motivation, better understanding, more strongly integrated knowledge, and greater creative potential. (Both German and English language versions are provided. There are 54 references.) (YLB/CG)