Asking the Really Tough Questions: Policy Issues for Distance Learning

Abstract

program. Most colleges and universities find an array of available delivery systems ranging from interactive television to sophisticated Web-based asynchronous learning networks (ALNs). As these institutions strive to provide quality alternative instructional delivery and enter the increasingly competitive race for new students, two areas often receive little attention- policy development and planning. Soon the courses are on the air or travelling through cyberspace, and unprepared educators find themselves in legal, academic, fiscal, logistical and union controversies. "Regardless of the delivery system…the technology often precedes planning and policy development " (C.E.T.U.S., 1997, p. 7). Clearly, advanced policy deliberation and development is essential to the success of distance learning programs and their students. As recently as a decade ago, many institutions were only marginally involved in distance learning- for purposes of this article defined as "a system and a process that connects learners with distributed learning resources " (Sullivan and Rocco, 1996, p. 1). Indeed, it is only in the past few years that a plethora of new distance learning programs and consortia are being introduced. In particular, the community college sector is

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