Group Four: On institutions
Our contribution is listed according to the searched continents: North America, Europe and other continents (including Asia and Australia).
North America

1. Hadley School for the Blind 
United States 
www.hadley-school.org 

History and Mission: 
 William A Hadley, a high school teacher, lost his sight at 55. He learned Braille so he could continue his reading. In 1920, he conceived the idea of teaching Braille by home study. With Dr EVL Brown, Hadley's co-founder, he prepared a course and enrolled one student. That student succeeded and Hadley soon had several hundred students studying Braille via home study. 

When Mr. Hadley died in 1941, the School had 800 students. Since that time, more than 200,000 students have enriched their lives through Hadley courses. Today, Hadley School has an average annual enrollment of 10,500 students from all 50 states and more than 70 foreign countries. 

The mission of The Hadley School for the Blind is to enable blind persons during all stages of life to acquire the specialized skills, attitudes, and knowledge needed to enhance their participation in personal, family, and community life. The School accomplishes this mission by providing lifelong learning opportunities in a home setting through distance education with the support of family, friends, and blindness professionals. 

Statistical summary: Hadley teaches blind and deaf-blind persons of all ages, races, and creeds, in 50 states and more than 70 foreign countries and has an annual enrolment of over 11,000 students, and 200,000 have taken courses since 1920. Single largest worldwide educator of blind and visually impaired. Hadley students located in 50 states and more than 70 foreign countries.
  
Accredited by: The Commission on Schools of the North Central Association of Colleges and Schools since 1978 and the Accrediting Commission of the Distance Education and Training Council since 1958.

Methods of Development and Delivery of Content
Courses are available in various media: Braille, cassette, large print and regular print.  Along with his or her educational materials, the student receives individualized guidelines for study from the course instructor. Self-quizzes and unit examinations help to reinforce the learning process. These are evaluated and frequently supplemented with model solution replies. 

 Professionals and family members are encouraged to assist in an adjunctive role with the blind student locally. Telecommunication promotes individual tutorial interaction. 

 Hadley courses are tuition free. 

Interaction with Students
Students study in their own homes, in their own pace, completely free of charge.
Course materials and teachers’ comments on graded assignments come to the student through the mail or e-mail. The student can study at any time, at his/her own pace. The student receives specially designed course materials in the medium of his/her choice (Braille, large print, or audiocassette). The student works in an independent study scheme, and mails or e-mails his/her assignments to his/her own Hadley instructor. He or she will check, grade, and respond to them individually.

Distance Teaching/Training Programs
With over 90 courses, The Hadley School curriculum is broad in range and contemporary in content. It begins with parent/family education, and includes courses for high school, for continuing adult education, and for older blind persons. Programs are offered in six education areas with objectives relative to specific resultants of blindness: Academic and High School; Braille and Other Communication Skills; Technology; Independent Living and Life Adjustment; Recreation and Leisure Time; Parent/Family Education.

Students may apply for enrolment in Hadley School General Education courses if they are: 
 - 14 years old or older and 
 - Legally blind or can supply a medical report showing a prognosis of legal blindness and 
 - Able to read and understand courses written in English at high school level. (A few basic courses in English, math, typing, Braille are appropriate for students functioning below high school level.) 

Students are welcome to apply for enrolment in Parent/Family courses if they are: 
 - The parents or grandparents of a blind or severely visually impaired child or 
 - The spouse, parent, adult daughter or son, or adult sibling of a blind or severely visually impaired adult. 

 Students are welcome to apply for enrolment in Professional Programme courses if they are professionals or paraprofessionals in the field of blindness who want to better serve their clients or students. 

 Services: 
Hadley School does not provide equipment or supplies. Students are responsible for obtaining the necessary equipment and supplies, including cassette players and recorder, blank cassettes, Braille writers, typewriters, paper, etc. Courses are completely free of charge. 

2. Canada's Open University

History and Mission  Athabasca University- Canada’s Open University is a world leader in the delivery of courses that optimize the use of distance-education technologies. Created in 1970 by an order in council of the government of Alberta this university secured its future in 1978 when a revision of the Alberta Universities Act granted the University permanent, self-governing status. Committed to the principle that everyone with a will to learn deserves the opportunity. Individualized study (formerly home study) course material packages and interaction with professors and tutors provide learners in Canada and worldwide with the highest quality of instructional services and support to help them succeed at their studies.

Methods of Development and Delivery of Content The most common method of course delivery, followed by around three-quarters of AU's students, is "individualized study" (previously called "home study.") Here: Students learn individually, moving at their own pace rather than as part of a group. Students can set their own schedule for completion of each course, within allowable time limits. Course materials are sent through the mail which may include some or all of :-- a study guide, textbook(s), CD-ROM, audiocassettes, videocassettes and home lab kits. Students work their way through the learning materials and complete assignments, returning the assignments by mail, fax, or through the internet. 

Interaction with Students: All students have access to a tutor, who may be contacted by e-mail or telephone. The tutor gives subject matter assistance and discusses scholarly issues, marks assignments, provides feedback, and helps prepare for examinations. 
All Athabasca University courses and programs are available through distance or online education. The online classes use one-on-one communication, small group discussion, and classroom conferencing to bring students and instructors together using a mix of synchronous and asynchronous activities. There are no classes to attend. Students need only a computer and an Internet connection. 

Distance Teaching/Training Programs The university offers 10 graduate degrees programs ranging from: Master of Arts an advanced graduate Diploma in Distance Education (Technology). Likewise it offers numerous undergraduate and certificate programs all can be viewed by visiting their web site at www.athabascau.ca. 

3. University of Phoenix
www.phoenix.edu

History and Mission: The university was founded in 1989 and was one of the first accredited universities to offer college degree programs on-line.  Its mission is to provide high quality education to working adult students regardless of their location, enabling them to achieve their personal and professional goals.
 
Distance Teaching/Training Programs: The university offers degree programs at the bachelor, master’s, and doctorate levels as well as professional certificate programs.  Programs are offered in the disciplines of accounting, administration, business, education, management, marketing, nursing-health care, and technology.

Methods of Development and Delivery of Content: Coursework is developed by faculty who possess outstanding credentials and hold high-level positions in their fields, in cooperation with business and industry, to insure programs that deliver the skills and expertise in demand.  The curriculum is continually assessed and updated. 100% of the curriculum can be completed via the Internet with the exception of the doctoral degree that includes a brief residential period.

Interaction with Students: Each student has an enrollment advisor, a financial advisor, and an academic counselor.  Students have opportunities to interact with successful professionals.  The instructor provides guidance and feedback.  All interaction occurs in an asynchronous format.

Special Services to Students: The University of Phoenix offers an on-line library.  There is an on-line student union for exchange of job and travel information as well as opportunities to meet other on-line students.  There is a student services web-page to keep track of schedules and academic records as well as providing on-line textbook ordering.  Special programs are offered to military students and alumni.

4. Virtual-U (North America) 
virtual-u.cs.sfu.ca/vuweb/VUenglish

 History and Mission: “The goals of the Virtual-U Project are to collaboratively build state-of-the-art software for online course delivery, and put Canada at the forefront of global education.”

Distance Teaching/Training Programs: “To date, 17 institutions, more than 7,000 students, and 150 instructors have experienced Virtual-U with success. At least 230 credit courses were delivered in a wide variety of disciplines.”

Methods of Development and Delivery of Content Content is delivered over proprietary Virtual-U Platform (a software package for sale)

Interaction with Students Collaboration and communication with tutors seem to be done online via their unique “for sale” software

5. Empire State College
United States

History and Mission Empire State College was founded in 1971.Its mission is similar to most DE institutions in that they want to provide education to people neglected by the conventional universities (full-time workers, minorities, etc). However, they differ from others because they are the only university in the United States that fully supports autonomous and self-determined learning. The students determine their studies instead of the school or the professors. The success of the program is due to the learning contract that is negotiated between student and mentor.

Methods of Development and Delivery of Content Students can receive content in a variety of ways: via the Internet, reading the agreed literature, meeting with experts and with their mentors. They have 26 study centers and attendance may be required at local New York universities .

Interaction with Students  Students have regular sessions with an assigned mentor as well as planned meetings with experts in their field. This is fundamental to the success of the student for this is how they maintain dialogue. Teachers are trained to counsel, motivate, and tutor students and are not responsible for lectures or course design. The course content has already been negotiated in the learning contract.

Special Services to Students Empire State College offers the chance for student autonomy. This is achieved by careful construction of a learning contract. After introductory workshops, students meet with counselors who try to learn as much about them as possible. This is considered one of the most important parts of the process. The learning contract is carefully designed with the mentor. They negotiate the reading list, the mentor's role, and the number of credits the program will be worth.

Europe

1.	Universidade Aberta
Portugal
www.univ-ab.pt  

History and Mission Universidade Aberta is the national institution of higher education dedicated to distance learning. It was created in 1988, and its autonomy statutes were approved on 25 March 1994. 

Besides teaching and scientific research, Universidade Aberta has several strategic activities, such as: to co-operate in the definition of national education and training policies; to promote the Portuguese language and culture; to implement its presence in the Far-East, through the Asia International Open University, in Macao, and in Africa, via protocols with Portuguese-speaking countries. 

At the international level, it is a founding member of the EADTU (European Association of Distance Teaching Universities) and of EDEN (European Distance Education Network). The participation in several international research projects, namely those developed in the scope of the European Union programs, is encouraged. The international credibility of the Universidade Aberta is directly established by the fact that this organization was, from June 1995 until June 
 1999, the world Headquarters of the ICDE, International Council for Open and Distance Education, with its former Rector, Armando Trindade, as its President. 

Statistical summary: Students enrolled in 1998/99 are resident in the following countries: Belgium, Denmark, France, Germany, Luxembourg, Spain, Switzerland; Israel; Angola; Cabo Verde; ozambique; S.Tome and Principe; Canada; Brazil. 

Distance Teaching/Training Programs
A part of the Portuguese state-owned university system, it has a predominant role in teacher training; in undergraduate programs (Bacharelato and  Licenciatura, respectively three year and four year university degrees) and postgraduate programs: master and doctoral degrees. Continuing education and vocational programs are also available. 

Students applying to university entrance level are required to be 21 years old or over and to have completed secondary education. People over the age of 25 without a secondary level course may gain admission through successful completion of an examination.

The enrolment of students is dependent on the dates courses begin. There are no restrictions on student numbers for enrolment. Token fees are charged.

In 1998/1999, the Universidade Aberta offered 212 distance education courses; approximately 11,000 students were registered in distance education programs. There are 13 postgraduate programs with about 900 students enrolled. 

Methods of Development and Delivery of Content 
The publishing activity plays an important role in Universidade Aberta, representing an essential part of the national educational production today. The printed materials, which constitute the core of the University's courses, usually are supplemented by one or more of the following learning facilities: videocassettes, audiocassettes, CD-ROMs, use of Internet, video and audio broadcasts. The television broadcast is also used for study advice and public information on courses and university activities.

Interaction with Students
Face-to-face and mixed modes (including videoconferencing) are used for postgraduate programs. Counseling services by telephone, fax and email are available in the University and at the study centers. Students undergo continuous written assessment and have to attend an examination at the end of a course.

Special Services to Students
Its headquarters are in Lisbon and it has two branches in Coimbra and Porto, as well as a decentralized student support network at study centers all over the country. 

The working personnel comprises 149 professors and assistant lecturers and about 377 technical and administrative full-time staff. 

2.	The Open University
United Kingdom
www.open.ac.uk

History and Mission: The Open University is the largest university in the United Kingdom with over 200,000 students.  It was established in 1969 and since that time has provided higher education to over 2 million people.  Its mission is to be open as to people, places, methods, and ideas (research and development).

Distance Teaching/Training Programs: The OU offers over 300 undergraduate and postgraduate courses in arts, modern languages, social sciences, health and social welfare, science, mathematics and computing, technology, business and management, education and law.

Methods of Development and Delivery of Content: The Institute of Educational
Technology (IEI) contributes to research and development work related to the university's teaching, to course development and evaluation through the use of course teams, and to independent distance education research (Holmberg, 1995, p. 209; Peters, 2001, p.70). The university has invested greatly in the development of new technologies for teaching and learning, including the creation of the Knowledge Media Institute.  Courses are delivered through a variety of media: textbooks, TV and radio, audio and video tapes, computer software, and home experiment kits.

Interaction with Students: Support comes through personal tutors, OU staff, study centers, residential schools, and other students.

Special Services to Learners: OU offers extensive services to disabled learners.  Other services include library services, the OU Students Association, an on-line Learner’s Guide, study centers, and residential schools.

3. Open University of the Netherlands

History and Mission  The Open University of the Netherlands is an independent government-funded institution for open higher distance education, established by law in 1985. The Dutch government's purpose in founding the Open University was to make higher education accessible to anyone with the necessary aptitudes and interests, regardless of any formal qualifications. Its two aims are: to create a more cost-effective form of higher education, and to encourage innovation in higher education, in terms of both the curriculum and the teaching methods.

Distance Teaching/Training Programs  The Open University offers courses and programs in law, economics, business and public administration, engineering, environmental science, cultural studies and social science. 

Methods of Development and Delivery of Content Most of the university programs are suitable only for people who speak Dutch, because: all the study materials are in Dutch and all examinations whether standard or computerized are administered in the Netherlands at one of the Open Universities eighteen study centers. Each Open University course ends with an examination. An examination may take one of several forms: a final project or paper, a multiple choice or open essay test, or an oral exam. Course materials often include audio on cassette or CD, computer programs of various kinds, multimedia programs on laser vision and CD-ROM, and communication by means of electronic networks. All of these methods, by their very nature, contribute to ongoing improvement and innovation.

Interaction with Students The Open University of the Netherlands instruction is based on guided individual study and there are generally no compulsory classroom or tutoring sessions. Students are free to study at their own pace; they may enroll at any time, and often can decide for themselves when they are ready to take an examination. The modular system of instruction means that students can enroll either in full-length degree programs or in individual courses. Later, they can apply their course credits towards a diploma or degree if they so choose. 
 Many of the course examinations are administered three times a year. However, a computerized examination system has also been implemented for a large (and growing) number of courses. Students enrolled in these courses can take their exams virtually "on demand". ( This is based very much on Ottos Peter?s industrial concept). Further information on the Open University of the Netherlands can be viewed at www.ou.nl/info-alg-english-introduction/index.htm.

4. FernUniversität
www.fernuni-hagen.de/FeU/Ueberblick/ueb_eng.html 

History and Mission The school was founded in 1974 with the goal to provide higher education to students at home and abroad.

Distance Teaching/Training Programs 58,000 students enrolled in courses from: Computer Science; Economics; Education, Social Sciences and Humanities; Electrical Engineering; Law; and Mathematics

Methods of Development and Delivery of Content Prime medium for content delivery is printed text supplemented by audio tapes, video tapes, and television broadcasts.

Interaction with Students Interaction with students is computer-mediated.

Currently developing a comprehensive Virtual University, this will offer all services via electronic communication.

5. Consorzio per l'Universita a distanza(CUD)
Italy

History and Mission The CUD was founded in 1984 for the purpose of providing distance education in Italy. It was established by the Italian government as a consortium and includes universities, businesses, and government organizations. There are fifteen studies currently set up in Italy although that number will increase to 25 in the near future.

Distance Teaching/Training Programs CUD offers degrees in economics, informatics, and modern languages. There are also continuing education programs for secondary school teachers. Students can enroll through the universities that are members of the consortium. 

Methods of Development and Delivery of Content Printed materials are used for all courses and they are supplemented by audio and videotapes and the Internet. They receive these materials at the study centers as well as computer access and tutoring support.
Other Continents

1. University of Hong Kong 
Hong Kong 
www.hku.hk/space 

History and Mission 
The University was founded in 1911, and has nine Faculties and four Schools. The 1998-99 government funded, student population was of over 14,000 with 900 academic staff. The School of Professional and Continuing Education (SPACE) is the Extension arm of the University.
SPACE provides learning opportunities for personal, professional and career advancement. With over 1,300 courses, over 500 full-time and 1,000 part-time staff, SPACE is the leading local provider in the field of continuing education. Since its establishment in 1956, enrolment has exceeded one million. In 1999 to 2000, our enrolment figure was 90,000, which is equivalent to about 14,000 full-time students. 

SPACE collaborates with over 35 local and overseas academic institutions in the UK, Canada, USA, Australia, New Zealand and mainland China. Its collaboration with other faculties of HKU is also widely ranged and particularly close. 

Distance Teaching/Training Programs
The School has eight academic divisions: Accounting and Commerce; Applied Science and Information Technology; Arts and Humanities; Finance and Business; Law; Housing and Built Environment; Social Sciences and Education; Traditional Chinese Medicine. SPACE offers
a wide variety of part-time programs/courses from postgraduate to degree, professional, diploma, certificate, and sub-degree levels. Some are in collaboration with other Faculties and Departments of the University, some are the School's own awards and some are in partnership with overseas universities. 

The School has two main terms: the Autumn Term (beginning of September to mid-February) and the Spring Term (mid-February to the end of June). There is no official summer term as yet but some programs are on offer in the summer months, July and August. Some programs in the School may also follow slightly different term times.

Methods of Development and Delivery of Content 
Some programs are delivered in the form of distance learning texts prepared by/for the institution and are supplemented with audio and video cassettes, tutorial support, weekend and evening seminars and lectures. Since the second half of 2000, an on-line platform, SPACE Online Universal Learning (SOUL) is available to support all students. 

Interaction with Students
SPACE has developed an online learning platform based on the World Wide Web. This is the SPACE Online Universal Learning (SOUL) platform, which provides students and teachers with an alternative means of communicating with each other for various teaching and learning purposes. 

Special Services to Students
Responding to the Education Commission's call for a more versatile and flexible educational infrastructure, the HKU SPACE Community College was opened in September 2000 as an alternative to the existing local education system. In the same month, the University of Hong Kong-Fudan University School of Professional and Continuing Education was established to provide continuing education in Shanghai, followed by a joint center in Beijing established in collaboration with the Beijing Advanced Financial Management College. These endeavors are aimed at fulfilling the School's vision to bringing continuing education into mainland China. 

2. Indira Gandhi National Open University 
India 
www.ignou.edu 

History and Mission 
Indira Gandhi National Open University (IGNOU) was established in 1985 by an Act of Parliament and academic programs commenced in 1987. The basic task of the University is to advance and disseminate learning and knowledge by a diversity of means including print and other communications technology. 

 The University has the following major objectives: 
 - Providing opportunities for higher education to large segments of the population including the educationally disadvantaged groups (women, the handicapped, and the low-income group) 
 - Promoting the concept of distance learning 
 - Providing high quality education at a university level.

The University is open to all Indian citizens including those residing outside India. But no counseling sessions are organized for those residing outside India and, therefore, such matters are the responsibility of the students. Foreigners residing in India can also study with the University. 

IGNOU has two main functions: 
- It offers various academic programmes that lead to Certificates, Diplomas and Degrees. It develops and produces courses for delivery through open learning and distance education mode. IGNOU is also actively involved in research, training and extension education activities. 
- In its capacity as an Apex Body, it co-ordinates and monitors distance education system throughout the country. IGNOU has also constituted the Distance Education Council and has provided expertise and assistance to other Open and Distance Learning Institutions in the country. 

In March 1998, the total number of students was 430,832 with an estimated annual intake of 95,000. Total number of full-time academic staff is 245, the number of consultants is 18 and the number of academic consultants is 17,991. There are 39 programs and 487 courses on offer.

Distance Teaching/Training Programs
IGNOU's present activities comprise three major dimensions: 
 - It functions as an Open University 
 - It plays the role of an apex body vested with a mandate for promotion, coordination and maintenance of standards of distance education systems in India 
 - It endeavors to meet human resource development needs through its Staff Training and Research Institute in Distance Education set up for distance education personnel within India and neighboring countries. 

 The University offers a wide range of subjects and programs ranging from certificate, diploma, degree and postgraduate studies. The subject areas covered are social sciences, humanities, sciences, management, education, engineering and technology, health, and computer and information sciences.

The University expects a student to complete the Bachelors degree program in a minimum period of three years. However, students may pace their studies according to their convenience and take up to eight years from the date of registration. The minimum and maximum period allowed to a student for completing studies is different for different programs.

Methods of Development and Delivery of Content 
The University employs a combination of various media, which include printed correspondence texts, audio cassettes, radio via satellite, video cassettes, television via satellite (for selected programs), face-to-face tutoring, face-to-face counseling, regional centers and study and work centers. 

Interaction with Students
GNOU's method of instruction differs radically from that of other conventional niversities. Indira Gandhi National Open University has adopted a multimedia approach to instruction. The different components being: self-instructional materials, counseling sessions, both face-to-face and via teleconferencing mode. For courses in Science, Computers, Nursing as well as Engineering and Technology, arrangements have been made to enable students undertake practical classes at select study centers.

At IGNOU a two-tier system of evaluation is followed: 
- Continuous evaluation through tutor-marked/computer-marked assignments, practical assignments, project work, and Term-end examinations. 
-  Assignments and Term-end exams are mandatory. Proportionate weight is given to both assessment components for evaluation purposes. Students securing the highest score at the first attempt are awarded gold medals during the annual convocation ceremony of the University. 

GNOU has a wide network of study, work and program centers through which it reaches out to its students located in different parts of the country. Academic counseling is an important instructional component of distance teaching/learning and consists of tutoring and general counseling. Work centers have been established for programs with practical components, i.e. Laboratory Classes. 

Special Services to Students
There are 268 study centers, more than 80 work centers and 17 regional centers scattered all over the country. The study centers are generally located in existing educational institutions and normally function on all holidays, Sundays and in the evenings on working days.
 
Library services are mainly for University staff and students but outsiders can also use the facilities. The University Library has 59,265 books on various disciplines, 511 journals, 692 audio and 695 video programs and a number of other print materials.

At a study center, the following facilities are extended to students: Subject-specific academic-counseling by part-time academic; counselors; audio and video viewing facilities; library facilities; participation in teleconferencing; information services related to rules, regulations, procedures, schedules, etc. of the University; submission of assignment-responses for tutor-comments and grading / marking and term-end examination.  

3. South Africa

History and Mission The University of South Africa was established in 1873 and is the pioneer of tertiary distance education in the western world providing students the opportunity to further their educational studies in non residential institutions it has more then 100,000 students and a staff of 3000.

 Distance Teaching/Training Programs Unisa offers internationally recognized certificate, diploma and degree courses up to doctoral level in six faculties: Arts, Economic and Management Sciences, Law, Science, Education and Theology and Religious Studies. 

Interaction with Students: Support comes through personal tutors, OU staff, study centers, residential schools, and other students but this is still underdeveloped.  The main means is through the postal system since many cannot afford the use of computers.

Methods of Development and Delivery of Content    There is no doubt according to Peters that the University of South Africa is a commercial correspondence college in the nineteenth century.  Therefore course instruction is mostly textbook and these are sent through the postal system.  The use of digital is still very much in the infancy stages, but they have developed a web based virtual classroom much the same as what we have. 

4. The Open University of Israel 
www-e.openu.ac.il 

History and Mission: the Ministry of Education established the university in 1974.  It began its teaching in 1976 and has an enrollment of about 29,000 students.  The university conferred Bachelor’s Degrees for the first time in 1982.  Its mission is to provide readily accessible higher education to students throughout Israel and to overcome limitations of time and distance.

Distance Teaching/Training Programs: The university offers about 400 courses in Life Sciences, Natural Sciences, Mathematics, Computer Science, Social Sciences,
Management, Psychology, Communications, Jewish Studies, Education, History, and Music.

Methods of Development and Delivery of Content: Curriculum is developed by Israel’s foremost scholars in cooperation with leading faculty from other higher learning institutions.  The course preparation teams include experienced academic advisors, writers, external evaluators, assistants, editors, graphic artists, and experts in media supplementation.  There is a thorough process of criticism, re-drafting, and evaluation.  Each course is developed to meet a student’s particular needs and includes most or all of the following: textbooks published by the university; tutoring in study centers, group sessions, and/or by mail or phone; assignments and exams; lab kits; field trips and symposia; telecourses, including cable TV and satellite broadcasts; multimedia; and computer-mediated study.

Interaction with Students: There are 1,000 tutors throughout Israel whose mission is to provide guidance and a personal connection between the university and each student.  The tutors are available in 100 study centers as well as by telephone or mail.

Special Services for Learners: There are study centers, library facilities, and laboratory facilities available all over the country.  There are provisions made for Israelis and Hebrew-speakers living abroad who wish to take courses from the Open University.  The university offers continuing education classes for life-long learners.  The university also publishes a journal, ADKAN, which contains reports on the newest developments at the Open University.

5. Australia Correspondence Schools 
www.acs.edu.au/

History and Mission: The school was established in 1979. Currently has over 2500 students enrolled globally and is a “Recognized training Organization under Australia’s Vocational Education System.” The school holds high the ideals of practical education, emphasizing in all courses those things which are relevant to "real life". “Courses offered cater for hobby interest through to formal training in industry and the professions. The school and its tutors have always been active in industry. We believe strongly that maintaining an awareness of current information and trends enables us to keep our course notes and services to students up to date and relevant. When you study with this school you are learning from people who are doing what you are studying on a daily basis.”

Distance Teaching/Training Programs This correspondence school offers certificates only in courses ranging from “hospitality to pet care courses”

Methods of Development and Delivery of Content: Course materials include Newsletter, Books, and Videos. Enrollment is done at anytime and pace and goals are student driven

Interaction with Students: Interaction with students is done directly over telephone, fax or email. Personal tutoring is also available via paid video conference. Students can also make appointments to visit tutor offices.

Special Services for Learners Special services offered to the learners include the option of creating their own correspondence course.

6. University of the Air
Japan

History and Mission The Japanese government founded the University of the Air in 1983. Their mission is to provide lifelong learning for all adults. Many had been neglected by previous systems including full-time workers, homemakers, and those who didn't get in to other universities' limited slots. Another mission was to experiment and research with new media.

Methods of Development and Delivery of Content Courses are delivered to students in the greater Tokoyo area by television and radio broadcasts .They also receive some printed materials which are supplementary to the aforementioned mediums. In a typical 15- week course, students must watch or listen to thirty progams (45 minutes each).Students who live outside of ther region receive their instruction via audio or videotapes.

Interaction with Students In addition to the content delivered, either by broadcast or video, students are required to attend 15 hours of face-to-face lectures. Surprisingly, these are also in the expository method and very similar to the simulations already delivered to the students. The only opportunities for dialogue are written guidance counseling offered to students after they take their mid-terms.

Distance Teaching/Training Programs The University of the Air offers three BA courses. They have 35,000 students that are served by 51 full-time and around 200 part-time instructors. They have eight study centers in Tokyo area. There are 155 television course and 144 radio courses.