When the teacher prepares instruction for a print-based, television or computer course, it is with the intention that the material will meet the goals established by learners and will be used as they go forward to achieve their goals, but whether the material is used remains outside the teacher s control, and the decision depends almost entirely on the worth of the material in the programme. In this scenario, the course and degree is location independent. Students may undertake the course from any location. However it is not time independent. There is a minimum number of courses to be taken each term and a course is run at set times of the year and must be completed within a set time.
Distant learners have less opportunity for interaction with peers or tutors.
They are keen to achieve a sense of belonging with a peer community. Thus the introduction of communication technology increases the opportunity for interaction. The first generation had no communication possibilities and a high drop-out rate would be expected. The main focus of second-generation distance teaching has been on the production and distribution of teaching materials. Communication with learners has always been a secondary consideration, with communication amongst the learners being almost non-existent.