Distance Education Links and Resources

compiled by

Steven Schafersman
CyberComputing Consultants
Midland, Texas

UT Telecampus


Distance Education Clearinghouse

Distance Education

Web Development

Guidelines for Distance Learning

Several organizations and institutions are developing guidelines or "best practices" that can be used by institutions and individuals to develop and to evaluate distance learning courses and programs.

The regional accrediting associations have agreed upon guidelines for distance learning based on an extension of principles developed by the Western Interstate Commission for Higher Education.

In March 2000, the Institute for Higher Education Policy released a study recommending 24 benchmarks of quality distance education. IHEP's benchmarks are useful, though not dramatically different from the accrediting associations' guidelines. Consider

Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways, including voice-mail and/or e-mail. (IHEP)
Programs provide for timely and appropriate interaction between students and faculty, and among students. (accrediting associations)

Students have access to sufficient library resources that may include a "virtual library" accessible through the World Wide Web.  (IHEP)
The institution ensures that students have access to and can effectively use appropriate library resources.  (accrediting associations)

In addition, IHEP surveyed just six institutions (Brevard Community College, Regents College, University of Illinois at Urbana-Champaign, University of Maryland University College, Utah State University, and Weber State University). These are all good institutions with good distance learning programs -- but just six? I'm no statistics expert, but isn't that a very small sample size?

In addition to concerns about the small sample size, I have concerns about assumptions underlying the report. The Institute for Higher Education Policy seems predisposed to find fault with distance learning. In April 1999 IHEP published "What's the Difference? -- a report commissioned by the American Federation of Teachers and the National Education Association. This report reviews research on the effectiveness of distance learning and finds it questionable and inconclusive. AFT chose to publicize the report along with announcement of an ad campaign ridiculing distance education. This report has been frequently cited but also criticized as contradictory and convoluted.

Second, an assumption underlying all these guidelines is that distance education requires new guidelines, separate from guidelines for on-campus education. Is this really so?

Many assert that distance education must be treated differently. For example, the Western Association for Schools and Colleges asserts that "earning a degree at a distance via computer technology is likely to be radically different from the experience of studying on campus." (Earning a degree at a distance via mail wouldn't be so different? More likely, other-than-online distance learning completely escapes WASC's notice.)

Getting a degree through distance learning is a different experience from getting a degree on campus. Getting a degree when you're a 45-year-old returning to college is different from getting a degree when you're an 18-year-old going straight on to college from high school. Getting a degree at a huge research university is different from getting a degree at a tiny private undergraduate school.

For example, students at the California Maritime Academy  and at California Polytechnic State University will certainly have different experiences. CMA offers a bachelor's degree with three major options to a full time enrollment less than 700; CalPoly offers more than 60 bachelor's degrees and nearly 20 master's to a full time enrollment of more than 15,000. Both CMA and CalPoly are accredited by WASC. WASC has but one Handbook of Accreditation (available in PDF format) which, as far as I can determine, does not include separate sections for small undergraduate colleges and large research universities.

Consider this benchmark from IHEP: "Instructional materials are reviewed periodically to ensure they meet program standards." and the very similar statement "the institution ensures the currency of materials, programs, and courses" from the accrediting associations' guidelines. Aren't current and appropriate instructional materials a good idea for face-to-face courses as well? Both IHEP and the accrediting associations recommend a system to address student complaints. Again, a very good idea for on-campus programs!

Of course the process of evaluating whether a school measures up to guidelines will vary depending on the way that it delivers its courses and programs, as well as many other factors. One evaluating committee might make several on-campus visits to interview faculty, students, administration and support staff face-to-face, as well as to see the library and other campus resources. Another evaluating committee might spend more time examining the content of online courses and exchanging e-mail questions and answers with faculty, students, etc.

And schools will meet or fail to meet guidelines in a variety of ways. Both on-campus and off-campus students need access to student services such as educational advising, financial aid, and technical support. One school may provide this support primarily through physical offices on campus, another provides it primarily through e-mail and telephone.

Guidelines for Distance Education

In order to facilitate the evaluation of distance education throughout the United States, the regional accrediting associations have agreed upon the following definition and guidelines. This agreement is based on an extension of the Principles developed by the Western Interstate Commission on Higher Education (WICHE).


Distance education is defined, for the purposes of accreditation review, as a formal educational process in which the majority of the instruction occurs when student and instructor are not in the same place. Instruction may be synchronous or asynchronous. Distance education may employ correspondence study, or audio, video, or computer technologies.


Any institution offering distance education is expected to meet the requirements of its own regional accrediting body, and be guided by the Western Interstate Commission for Higher Education (WICHE) Principles. In addition, an institution is expected to address, in its self-studies and/or proposals for institutional change, the following expectations, which it can anticipate will be reviewed by its regional accrediting commission.

Curriculum and Instruction

Evaluation and Assessment

Library and Learning Resources

Student Services

Facilities and Finances


 "Quality On The Line" study released at Blackboard Summit

The National Education Association (NEA) and Blackboard Inc. today unveiled an important, research-driven list of quality benchmarks for distance learning in higher education.  The list of 24 quality measures is the centerpiece of "Quality On the Line" -- an Institute for Higher Education Policy study commissioned by NEA and Blackboard Inc.

With the growth worldwide of teaching and learning on the Internet, attention is being paid to the nature and quality of online higher education.  Speaking before an international forum of higher education policymakers convened for the Blackboard Summit 2000, NEA President Bob Chase and Blackboard Inc. Chairman Matthew Pittinsky previewed the findings of the study and declared the 24 benchmarks essential to ensuring excellence in Internet-based learning.

"The distance from faculty to student must be measured in results achieved for our students," said Chase. "The benchmarks identified in this study are important guideposts as our nation navigates the future of online higher education."

Pittinsky said, ìThe quality of the education we provide for students is the driving force behind the way teaching and learning takes place.  The benchmarks identified in the NEA-Blackboard study will be invaluable to colleges and universities around the world for years to come as they keep their focus on quality while working to create and improve their Internet-based teaching and learning environments.î

To formulate the benchmarks, the report identified first-hand, practical strategies being used by U.S. colleges considered to be leaders in online distance education.  The benchmarks distilled from this study are divided into seven categories of quality measures currently in use on campuses around the nation. Many are common sense, but the study validates their importance. The categories and benchmarks include:

Institutional Support Benchmarks

1. A documented technology plan that includes electronic security measures to ensure both quality standards and the integrity and validity of information.

2. The reliability of the technology delivery system is as failsafe as possible.

3. A centralized system provides support for building and maintaining the distance education infrastructure.

Course Development Benchmarks

4. Guidelines regarding minimum standards are used for course development, design, and delivery, while learning outcomes -not the availability of existing technology - determine the technology being used to deliver course content.

5. Instructional materials are reviewed periodically to ensure they meet program standards.

6. Courses are designed to require students to engage themselves in analysis, synthesis, and evaluation as part of their course and program requirements.

Teaching/Learning Benchmarks

7. Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways, including voice-mail and/or e-mail.

8. Feedback to student assignments and questions is constructive and provided in a timely manner.

9. Students are instructed in the proper methods of effective research, including assessment of the validity of resources.

Course Structure Benchmarks

10. Before starting an online program, students are advised about the program to determine if they possess the self-motivation and commitment to learn at a distance and if they have access to the minimal technology required by the course design.

11. Students are provided with supplemental course information that outlines course objectives, concepts, and ideas, and learning outcomes for each course are summarized in a clearly written, straightforward statement.

12. Students have access to sufficient library resources that may include a "virtual library" accessible through the World Wide Web.

13. Faculty and students agree upon expectations regarding times for student assignment completion and faculty response.

Student Support Benchmarks

14. Students receive information about programs, including admission requirements, tuition and fees, books and supplies, technical and proctoring requirements, and student support services.

15. Students are provided with hands-on training and information to aid them in securing material through electronic databases, inter-library loans, government archives, news services, and other sources.

16. Throughout the duration of the course/program, students have access to technical assistance, including detailed instructions regarding the electronic media used, practice sessions prior to the beginning of the course, and convenient access to technical support staff.

17. Questions directed to student service personnel are answered accurately and quickly, with a structured system in place to address student complaints.

Faculty Support Benchmarks

18. Technical assistance in course development is available to faculty, who are encouraged to use it.

19. Faculty members are assisted in the transition from classroom teaching to online instruction and are assessed during the process.

20. Instructor training and assistance, including peer mentoring, continues through the progression of the online course.

21. Faculty members are provided with written resources to deal with issues arising from student use of electronically-accessed data.

Evaluation and Assessment Benchmarks

22.  The program's educational effectiveness and teaching/learning process is assessed through an evaluation process that uses several methods and applies specific standards.

23. Data on enrollment, costs, and successful/innovative uses of technology are used to evaluate program effectiveness.

24. Intended learning outcomes are reviewed regularly to ensure clarity, utility, and appropriateness.


Distance Education Glossary

A wonderful collection of basic distance education terms (and definitions!) compiled by Michael G. Moore and Kay Shattuck at Penn State.

American Center for the Study of Distance Education

The ACSDE Web site provides information about The American Journal Of Distance Education, The Distance Education Online Symposium (DEOS), The Research Monograph Series and other publications and information.

Distance Education: Electronic Sources for Information and Discussion

A listing of mailing lists, newsgroups, and databases related to distance education, compiled and maintained by Carol Kotlas. Note from the Web site--"This site was originally created for the UNC-CH Institute for Academic Technology as part of its Information Resource Guides series. After the IAT closed on June 30, 1998, the collection of guides was transferred to the UNC-CH Center for Instructional Technology Web site."


A wonderful collection of resources for distance education students, teachers, policy makers, researchers, etc. Includes articles and links to lots of on-line resources and vendors.

Distance Education at a Glance...

An excellent series of guides that are designed to introduce one to the field of distance education. They were produced by Engineering Outreach (Director is Barry Willis) at the University of Idaho.

International Centre for Distance Learning (ICDL)

The ICDL is part of the of the Institute of Educational Technology (IET) of the UK Open University. Among other valuable resources, the ICDL's WWW site contains a link to their free online distance education database. The database currently contains information on over 28,000 distance-taught courses and programmes, most of them offered by institutions in countries of the Commonwealth in Africa, Asia, Australia, the Caribbean, Europe and North America; More than 800 distance teaching institutions worldwide; 6500 books, journal articles, research reports, conference papers, dissertations and other types of literature relating to all aspects of the theory and practice of distance education.

Distance Education Subject Guide (University of Alberta)

A clearinghouse of information related to distance and distributed learning and the University of Alberta.

The Globewide Network Academy

This site includes a course and program catalog that "is a comprehensive directory of distance learning opportunities throughout the world."

Commonwealth of Learning's (COL) World Wide Web Server

Distance Learning Resource Network (DLRN)

Located at WestEd, DLRN is the dissemination project for the U.S. Department of Education Star Schools Program.

Distance Education Clearing House (University of Wisconsin-Extension)

University of Wisconsin-Extension maintains a large collection of Distance Education information and resources, including a listing of DE conferences. This site was named 1998 "Publication of the Year" by the International Teleconferencing Association (ITCA).

On-line Pedagogy Connected Education Portal

As described by the site's creator, Cable Green (Director of Instructional Technology for the Council of Ohio Colleges of Pharmacy)--"Without a sound pedagogical approach to instructional design, an on-line course is little more than linked text. In this site, I explore research and literature reviews of on-line and connected learning, philosophies, theory and pedagogy of various instructional strategies, the development and design of a connected course, tutorials for instructors to learnhow to create and teach in a connected learning environment, and how to assess and evaluate your course."

The American Association for Collegiate Independent Study (AACIS)

"The American Association for Collegiate Independent Study is a professional association for all those engaged in, or interested in, collegiate independent study. The goal of the organization is to provide professional development opportunities as well as opportunities for collegiality and interaction."

Resources in Distance Education (compiled by Athabasca University)

Focuses on the potential us of the World Wide Web in distance education.

Distance Learning Through Telematics

A variety of resources related to distance education, including research projects, conference papers, a discussion list and journal articles. Site is maintained by the University of Plymouth (U.K.)

General Distance Education Resources

The Distance Education Clearinghouse
"This web site brings together distance education information and resources from Wisconsin, national and international sources. New information and resources are being added ... on a continuing basis," report its organizers at the University of Wisconsin-Extension.

Distance Education Network
European Association for International Education. Distance ed with a European flavor: the network collects resources in assessment, teacher training, copyright, interactivity, and seven other categories.

The Web site of the American Distance Education Consortium, state universities and land grant institutions providing distance education programs and services via technology. Lots of information on Internet and electronic trends, satellite delivery, accessibility, and standards and plans.

Distance Education Resources
On the site of the Instructional Technology Council, this page features links to individual other sites of interest and also links to groupings of informaiton on topics like " Legislative and Grant Resources," "Reports and Abstracts," and " Online Courses."

Distance Education at a Glance: a Series of Guides
From Engineering Outreach at the University of Idaho, a series of 14 quick guides to distance education terminology, technology, and practice.

Distance Learning on the Net
Glenn Hoyle's site is "a selected and annotated bibliography with links ... to further distance learning and education resources on the Net." Hoyle chooses resources on the basis of their overall quality and reputation.

Distance Education Resources for Faculty and Developers
This extensive collection (in Canada), organized into categories like "Instructional Design" and "Project Feasibility," accepts your additions.

The Distance Learning Resource Network (DLRN)
This site, covering K12 as well as lifelong learning resources for distance education, also disseminates information about the Star Schools Program of the U. S. Department of Education.

Distance Learning Guidebook by Indiana Experts Distance Learning: A Guide to System Planning and Implementation, by Michael Yoakam (formerly with Indiana University), Nancy Franklin (Director of Distance Education at Indiana State University), and Ron Warren, is now in its third edition. Visit the book's Web site to read the Preface and first chapter, "Introduction to Distance Learning," with Adobe Acrobat Reader.

Resources for Distance Education
This extensive collection of links maintained by Charles Darling, a professor at Capital Community-Technical College in Hartford, Connecticut includes sections on intellectual property concerns, providers' lists, and sets of links to online journals and print publications.

Distance Education: School of Education, University of Colorado at Denver
Goodly collection of links in four categories: Literature and Research, Resources, Distance Ed Providers, Related Topics.

Distance Education Courses Offered by Higher Education Institutions
A survey released in October 1997 by the National Center for Education Statistics offering "the first nationally representative data about distance education course offerings in higher education institutions." Also, more this to the next-to-last position in the group "General Distance Education Resources."

Virtual Universities

Indiana College Network
Indiana's virtual university, in operation since 1994.

To Be or Not To Be ... A Virtual University
Essay by IHETS' Executive Director Dave King about Indiana's place in the world of virtual universities.

Examples of State "Virtual Universities" for Electronic Learning
More than a dozen states currently have virtual universities either operating or in development. This chart, prepared by IHETS staff in mid-2000, lists some of the projects with links to their sites, summarizes the baseline services provided, gives an idea of the approximate annual budget where that information is available, and in some cases adds other relevant information.

Statewide Virtual Universities
On the site of the Instructional Telecommunications Council. This page starts with a link to an extensive list of statewide virtual networks, at least some of which qualify as "virtual universities." Scroll on down the page for the Johnstone Taxonomy of Virtual Learning Consortia, a classification system devised by Sally Johnstone of the Western Cooperative for Educational Telecommunications.

Virtual Universities Gazette
This free online publication by "Geteducated.com" offers the chance to sign up for the monthly email publication, as well as a complete archive of back issues.

Archive of Recent Articles from The Technology Source on Virtual Universities
Articles on virtual university developments from a peer-reviewed online journal. As of November 2000, this archive featured eight perspectives on the subject, published from March 1999 through August 2000.

Teaching With Technology

The Faculty Connection
This website (here in Indiana) is designed to assist faculty of post-secondary institutions to become familiar with issues, examples and discussion topics associated with using emerging technologies in teaching and learning.

Teaching with Technology
From the University of Oregon, this site includes some material that is specific to UO - but also has a wealth of useful ideas on topics such as enriching discussions with technology, improving lectures, and online assessment.

Online University Teaching Centers
From the University of Kansas. An extensive and well-organized collection of links to centers worldwide (at left of screen; scrollable and clickable). The listing for the US is organized by states.

Resources for Teaching and Learning with Technology
Resources on "research related to teaching and learning that is either applicable to teaching with technology or specific to effective teaching with technology." Compiled in 1998 by faculty, for faculty at the University of North Carolina. Part bibliography, part "Webliography." Annotated. Divided into six sections: Guidelines and Strategies, Examples and Case Studies, Commentaries and Editorials, Bibliographies and Metalists, Journals, and Research Centers and Universities. High quality.

Resources Maintained on the IHETS Web Site

IHETS-Teaching and Learning with Technology

IHETS-Distance Education Resources
This collection of distance education and mediated instruction development resources is intended for Indiana higher education staff, faculty, and administrators and others with professional interests in distance learning.

Guiding Principles for Faculty in Distance Learning
A set of guidelines which define good practice in distance learning from the faculty perspective of teaching and learning. Intended to give faculty a clear benchmark for designing, developing, delivering, and assessing distance learning courses and/or programs, these guidelines were drafted by an inter-institutional group at the request of the Working Group of the Indiana Partnership for Statewide Education and approved by the Working Group in the summer of 2000.

Indiana College Network
This site, which provides information about the distance education courses and programs of many Indiana colleges and universities with a focus on learners' needs, features searchable databases of courses and of satellite reception sites.

Online Conflict Management among Adult Learners
A no-nonsense, practical summary of methods for stimulating collaborative teamwork, this article appeared in January 2000 in the ITC News. It is reproduced on the IHETS site with their permission.

Beginnings: Initial Experiences in Teaching Via Distance Education
This collection of sixteen papers (1997) by faculty at Indiana institutions, intended to provide support and advice to those who may be preparing to teach distance education courses or to teach via a method they have not previously used, is also of interest to those planning, marketing, or administering distance education programs. The papers were solicited and peer-reviewed by the Faculty Development Committee of the Indiana Partnership for Statewide Education (IPSE).

Enhancements: How Using Technology Changes What Faculty Do
The 24 articles published here (1998) collectively constitute an answer to the question based on the experiences and work of Indiana higher education faculty. Papers were solicited and peer-reviewed by the Faculty Development Committee of the Indiana Partnership for Statewide Education (IPSE).

Faculty Development Handbook
This handbook (1995) contains useful material for distance education instructors on research in distance education, instructional development, copyright and intellectual property, and people in Indiana involved with distance education.

Teaching or Instructional Development Centers at Indiana Institutions

Ball State University
Indiana State University
Indiana University Bloomington
Indiana University Purdue University Indianapolis (IUPUI)

Purdue University

University of Southern Indiana


This "collection of high quality interactive online learning materials, assignments, reviews, and people" is a place to search for modules, simulations, and other learning objects by discipline. Indiana is participating in the project.

World Lecture Hall from the University of Texas, Austin
Links to Web-based class materials and pages created by faculty worldwide, grouped by discipline, with instructions for adding your materials to the collection.

Internet Course Management Applications

A course platform once known as "Blackboard CourseInfo" is now integrated into an all-in-one portal product (including online student services as well as the course design and management functions). The product, its creators say, is now in use at thousands of universities.

Web CT
A widely used application that "facilitates the creation of sophisticated World Wide Web-based educational environments." Originally created at the University of British Colulmbia, it is now a commercial product.

This "dot-com," like Blackboard, offers software at various levels - one product that allows integration into the overall campus environment, another that can be adopted for management of individual courses.

Convene Convene's learning platform, ac@deme, incorporates faculty/instructor training and emphasizes collaborative learning.

First Class from Centrinity
Developed as a communications environment, this application is centered around its messaging and conferencing capabilities.

A course management system based on Lotus Notes.

Top Class from WBT Systems.
This software for web-based instruction caters to a corporate market and is described by its creator as a "learning management system," but has had some history of use in Indiana institutions.

OnCourse from Indiana University Indiana University's locally developed course management system. It provides links into IU's student information system.

OSC WebEd The heart of this site's offerings is extensive comparative information on a very large group of online course tools and course management applications. An initiatve of the Ohio Supercomputer Center.

A Comparative Analysis Comparisons and reviews of dozens of online educational delivery applications.
The site lets you select any two applications to compare side by side - Blackboard and Web CT, for instance. From Canada's Centre for Curriculum Transfer and Technology.

Course Server Software For Online Teaching
A compilation and comparative analysis with links to and brief descriptions of a group of tools including Blackboard, LearningSpace, ToolBook II, TopClass, WebCT, and many others, including a few Australian products (not surprisingly, since the page is from Australia's Murdoch University).

Specific Technologies: Video conferencing

Distance Learning Faculty Guide from Emporia State University, New York
This article explores the situation of faculty using distance education for the first time and includes pointers both for instructor preparation and student preparation. References included.

Videoconferencing for Learning from Pacific Bell
This site provides basic information about videoconferencing technology and instructional applications as well as resources to help educators connect with others interested in videoconferencing as a means to teach and learn.

Tips for Videoconferencing from the University of California, Santa Barbara
A checklist of tips for making a videoconference a success.

Faculty Training Manual from Georgia Southern University
A three-part set of handbook materials from a workshop for faculty teaching via interactive video. While Part I is specific to this technology; Part II, "Policy and Logistical Management Issues," and Part III, "Effective Distance Learning Instructional Strategies," apply across technologies.

Online Publications

Learners Online, Inc.
Targeting K12 educators, the Web site of this publication offers weekly online lessons in a variety of subject areas with the appropriate grade levels indicated and an archive of past lessons, as well as a sample online issue of the publication itself (available by paid subscription or for schools to license for their teachers).

Syllabus Magazine
Syllabus specializes in "useful information on technology used to enhance education." Their archives include highlights from several issues devoted to distance learning, with full texts of articles by leading practitioners in the field and product buying guides.

The Technology Source, James L. Morrison, Ed.
This peer-reviewed bimonthly periodical has the mission of providing "thoughtful, illuminating articles that will assist educators as they face the challenge of integrating information technology tools into teaching and into managing educational organizations." It is housed at the University of California; corporate partners SCT, Compaq, and SmartForce sponsor the site.

The National Teaching and Learning Forum
A print-and-electronic publication on teaching. The online editions excerpt a feature article each month; the standards of the prose and of the online presentation are both high.

There are many excellent collections of distance education resources and related fields. Like the Distance Education Clearinghouse, the selected sites listed in this section provide leads and opportunities for further research and discovery.

Florida Gulf Coast University: Design Principles for Online Instruction
This site was developed as a resource for faculty who are designing online instructional materials at FGCU. However, we thought everyone could benefit from the information, please remember though some of the strategies mentioned may be specific to FGCU.

The entire IDEAVIRUS manifesto is here for you to download, copy and pass along to a friend. There's also a section to discuss this subject with like and unlike minds as well as an opportunity to keep up with goings on about ideaviruses.

Instructional Design for Self-Learning in Distance Education
Part of The Commnwealth of Learning Knowledge Series Distance Education Start-up Guides. This section provides you with valuable information about designing and developing online courses.

General Distance Education Resources
This collection of distance education and mediated instruction development resources is intended for higher education staff, faculty, and administrators and others with professional interests in distance learning. It is developed by the Indiana Higher Education Telecommunication System

Distance Learning on the Net™ by Glenn Hoyle
This site is designed to aid users find resources to respond to the basic question: How do I find the distance education class, college, program or resourse that I need?"

International Centre for Distance Learning
The International Centre for Distance Learning (ICDL) distance education databases contain information on over 31,000 distance learning programmes and courses mostly in the Commonwealth countries, over 1,000 institutions teaching at a distance worldwide, and over 12,000 abstracts of books, journal articles, research reports, conference papers, dissertations and other types of literature relating to all aspects of the theory and practice of distance education.

This is a comprehensive and well established database of resources for distance education topics. It is continually maintained and updated. It offers multiple access points to information including pre-sorted solutions for several user groups. Users may also sign up for daily news updates. The site was founded by Farhad Saba, Ph.D,

Distance Learning from About.com
A select collection of links relating to distance education topics ranging from news items, free courses, faculty resources, intellectual right and many other topics. Users can sign up for updates. The Distance Learning site is deveoped by Kristin Hirst.

Online Education Resources
The resources in the ION Online Resources section represent a selected list of resources dealing with various aspects of online education and the online environment in general. ION is the Illinois Online Network, it is a collaboration of all forty-eight community colleges and the University of Illinois working together to advance utilization of Internet-based instruction and service throughout the state of Illinois.

Canadian Association for Distance Education
CADE is a national association of professionals committed to excellence in the provision of distance education in Canada. Their listing include, among other things, links to regional, national and international resources.

Distance Learning Resource Network (DLRN)
The Distance Learning Resource Network (DLRN) is the dissemination project for the Star Schools Program, a federally funded distance education program which offers instructional modules, enrichment activities and courses in science, mathematics, foreign languages, workplace skills, high school completion and adult literacy programs.

Distance Education Links & Resources
The Instructional Telecommunication Council (ITC) maintains a comprehensive list or resources, including links to organization, associations and online course directories. The list is alphetized within each section.

TeleEducation New Brunswick
TeleEducation New Brunswick provides assistance in the development and delivery of distance education programs. Resources and references are focused toward the development and delivery of distance education courses. Choose from Faculty & Developers, K-12 Teacher or Workplace Trainer.

Ask ERIC Education Information
AskERIC is a personalized Internet-based service providing education information to teachers, librarians, counselors, administrators, parents, and anyone interested in education throughout the United States and the world. Distance Education Guides are available in both the K-12 and Higher Education areas. AskERIC provides resources for Internet Sites, dscussion groups, and oganizations.

Resource Links
The American Center for the Study of Distance Education (ACSDE) provides this list of links to lead users to major organizations, associations and journals from worldwideinstitutions and groups. ACSDE was establishedin 1988, aiming to become a network of scholars who have a common interest in studying, teaching, and doing research in the field of distance education.



(This section from NEA Today)


The Department of Distance Education, Penn State University

Please stop by and learn more about Penn State's Department of Distance Education! There are many valuable resources here, including course and program listings, the American Center for the Study of Distance Education, faculty development information, and more. 

World Campus (Penn State)

The World Campus provides global online access to Penn State courses. Check out the Web site for a current listing of courses, certificate programs, and full degree programs...even graduate degrees!

The Open University

Since the Open University was established 25 years ago, it has become one of the great success stories of British education. It is the largest and most innovative university in the UK, with a world-wide reputation for the quality of its courses and the effectiveness of the supported open learning methods it pioneered.

The Virtual U (@ Simon Fraser University)

Center for Distance Learning, Georgia Tech

Georgia Tech provides professional development training, distance learning, and Master's degrees via video.

University of Minnesota-Distance Education

The site was initiated by the Distance Education Council for the purpose of increasing the visibility of distance education programs, trends, and issues, both within the University community and beyond. Currently the site is comprised of a quarterly distance education newsletter, information about the Distance Education Council, references to distance education programs and courses at the U of M, information about developing and delivering distance education courses, links to other distance education Web sites, and more.

Steven D. Schafersman at CyberComputing Consultants
Last updated: 2004/02/29