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Diverse Models of Distance Teaching Universities
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Author(s): Sarah Guri-Rosenblit (The Open University of Israel, Israel)
Copyright: 2009
Pages: 7
Source title:
Encyclopedia of Distance Learning, Second Edition
Source Author(s)/Editor(s): Patricia L. Rogers (Bemidji State University, USA), Gary A. Berg (California State University Channel Islands (Retired), USA), Judith V. Boettcher (Designing for Learning, USA), Caroline Howard (HC Consulting, USA), Lorraine Justice (Hong Kong Polytechnic University, Hong Kong)and Karen D. Schenk (K. D. Schenk and Associates Consulting, USA)
DOI: 10.4018/978-1-60566-198-8.ch102
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Abstract
Universities offering studies through distance teaching methods vary enormously in how they were initiated, the clienteles they aim to serve, how they are funded, and the kinds of programs they offer. Distance teaching at university level is provided currently through at least five major organizational models: Single-mode distance teaching universities; dual- and mixed-mode universities; extensions; consortia-type ventures; and virtual technology-based universities. Each of these models can be divided into additional sub-groups. The fully-fledged distance teaching universities, for instance, are treated in the relevant literature as a generic group, but differ from each other in many respects (Guri-Rosenblit, 1999). Some are operating as huge national universities, while others function on a limited provincial level. Few adopted an open admission policy, while most others require the same entry requirements as their conventional counterparts, etc. The dual- and the mixed-mode universities, as well as the consortia-type ventures, constitute nowadays the leading models of distance teaching provision. They operate in many national settings, and represent a rich composition of diverse higher education institutions, such as: research versus mainly teaching-oriented universities; large and small establishments; fully accredited or experimental in nature; offering mainly continuing education courses versus full academic degrees. However, this overview analyzes only the underlying premises of distance teaching in each of the five major models. Its scope does not allow discussing in detail the sub-groups contained in each model.
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