Desmond Keegan

TL;DR: The concept of distance education has been studied extensively in the literature as mentioned in this paper, with a focus on open, non-traditional, and distance education, and a typology of distance teaching systems.

TL;DR: In this paper, four generally accepted definitions of distance education are analysed and from them six components of a comprehensive definition are chosen, which covers the various forms of study at all levels which are not under the continuous, immediate supervision of tutors present with their students in lecture rooms or on the same premises, but which, nevertheless, benefit from the planning, guidance and tuition of a tutorial organisation.

TL;DR: The concept of distance education has been studied extensively in the literature, see as discussed by the authors for a survey. But the focus of this paper is on the following: 1. The Study of Distance Education 2. Open, Non-Traditional and Distance Education 3. Definition of Distance education 4. Independence and Autonomy 5. The Industrialisation of Teaching 6. Interaction and Communication 7. A Theoretical Framework 8. A Typology of Distance Teaching 9. Students and Staffing 10. Choice of Medium 11. Evaluation 12. Economics 13. Appraisal of Selection Systems 14.

TL;DR: Otto Peters, Fern Universitat, Germany Randy Garrison, University of Calgary, Canada Peter Jarvis and University of Surrey, UK Erling Ljosa, Oslo, Norway Desmond Keegan, Dublin, Ireland, Louise Sauve, Quebec, Canada Chere Gibson, Wisconsin, USA, Ted Nunan, Adelaide, Australia Gary Boyd, Concordia University, Montreal Tony Bates, Vancouver, Canada/The Open University, UK Grevill Rumble, The Open University.