Distance learning must rely on a sound and effective logistical and administrative infrastructure to ensure that all participants activities are co-ordinated and engage with the programme as designed by the provider. There is likely to be a distinct division of labour both in teaching and administration. An integral part of the teaching and administrative system is the timing of action and the lead times needed to meet deadlines. The guidelines place particular emphasis on these points. Definitions and dimensions of distance learning Throughout these guidelines, the terms providing institution and provider are used to indicate the higher education institution that is responsible for designing the distance learning system, for designing and delivering programmes of study and for the academic standard of the award granted upon successful completion of that programme.
Distance learning is approached in many different ways.
These guidelines have not been designed to apply equally in all respects to every individual arrangement. They take a generic view based on underlying principles or precepts. But in doing so they also take particular account of a number of approaches which, while not necessarily present in all arrangements, do frequently occur in many of them. The component elements of these approaches, and the meaning given to them, are set out below as four dimensions of distance learning. The dimensions do not refer to different models of distance learning and should not be construed as setting out alternative forms or distinct systems of distance learning.