not offer DL courses and degree programs (Healy, 2002; Kiernan, 2003; Mangan, 2006). Young (2003) reports that universities have come under increasing pressure in recent years to cut costs and reform teaching methods, often through collaborative efforts with business and industry. Thus, distance technology has become a way to reduce costs, form partnerships with companies, and inject new life into instruction.

According to the two-year study of DL use in post-secondary institutions released in February 2003 by the U.S. Department of Education (DOE), more than half of all post-secondary schools are offering DL courses (Lucas, 2003). This trend is projected to continue and accelerate. Though more prevalent in post-secondary institutions, the popularity of Internet-based DL is not limited to this level. A flourishing virtual high school movement is another reflection of the Internet's increasing dominance as an alternative instructional delivery system (Berman & Tinker, 2002; Elbaum, 2003). The rationale for K-12 institutions to offer online alternatives to traditional campus programs is less urgent, but still significant. According to Berman and Tinker, schools' primary motivations seem to center around offering effective, affordable course options to high ability, at-risk, home-schooled, rural, and disabled students.

Recent studies demonstrate that more students are choosing DL formats than ever before, at least at the post-secondary level, and that the demographics of distance learners are changing to reflect that of the typical college student. Results indicated that enjoyment has not been an important factor to students in choosing DL, but students may be less satisfied with their learning experiences when they do not have a choice. Hoffman and Novak's (2003) study is of special interest in relation to demographic issues related to choice.

 

 

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