Overview

Distance learning online education challengesCommon assumptions about higher education include: schools know the student profile and learner preferences for learning and service delivery, student credit hours and full time equivalents are relevant units of measure in distributed education, completion of the curriculum is the measure of competency, traditional institutional models ( e.g. for classroom instruction, governance and financing) will be successful in an e-learning educational method, higher education must provide all components of the educational process ( e.g. content, curriculum, services and credentialing), external providers of educational services ( e.g. courses or tutoring from an internet start-up) are bad or of lower quality than educational institutions, quality is better in a not-for-profit educational organization than in a for profit one, high education will be driven out low quality from bad online education influence, distributed learning is a variable option for all post-secondary education institutions, the faculty member is the focal point od the learning process. So, All higher education institutions must develop their own distributed learning programs. Although, these assumptions characteristic are good, but which may not all apply to distance distributed learning. Some educational organizations have either inadequate or inappropriate for distributed learning. For example, the nation of credit for seat time has sustained current model of higher education, but will it suffice for a future represented by distributed learning?

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