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Once upon a time, in a far-off land, the King awoke one morning pondering the question "Do I really know what my Camelot subjects want from the Crown?" Later that day, at his Knights Roundtable, his First Knight echoed these sentiments and asked the King, "Do we really know what the other Kings are doing with their subjects in the surrounding Kingdoms? Are we really harnessing our available resources and focusing on delivering what our subjects need, not just what they want?"
This dialogue seems to be as applicable today as it was for Camelot. Today, continuing and distance education deans engage their staff in open dialogue about what we do, do we do it well, and how do we know we are doing it well. Moreover, as we reflect on the evolution of distance education over the past 20 years, we are simultaneously amazed and perplexed at the changes that have defined the profession. This has never been more true than in the hallowed halls of the modern university. At times, we wonder who is steering the ship, where it is going, and whether the distance game has a major role in the university's future.
The last 20 years, perhaps, could be viewed in three general phases. The first phase, from 1985-1995, would be the Camelot period. The second phase, from 19952003, might be described as the Calamity phase. The current phase, beginning around 2004, would be the Common Cents phase. These may seem like humorous descriptions of the field until one examines these periods of the distance education continuum. You, the reader, can decide for yourself whether your experiences and views on the field coincide with these phases. Let's look at some of the key characteristics of each phase.
THE CAMELOT PHASE: 1985-1995
DEFINING CHARACTERISTICS
* Technologies: Primarily satellite broadcasting, PBS programming, correspondence programs, one-way instructional video; two-way compressed video arrives in early 1990s; some audioconferencing.
* Organizational Structure: Universities tended to house distance delivery in the current structures (e.g., TV studio, technology center, PBS affiliated station, etc). Continuing education organizations managed correspondence study and slowly began assuming new responsibilities for distance learning support services to students. Distance education was viewed with skepticism and as an auxiliary service of the university ......