‘’Distance Education is a learning system where the teaching behavior are separate from the learning behaviors’. The learner works alone or in a group guided by the tutor. Distance Education may combine with various forms of face-to-face meetings.” (David et al 1984,P.9)
Wadood et al. (200,P.9) concluded that Distance Education has grown rapidly during the past years due to economic and social factors prevailing in the world. They declared the DES as effective and useful as conventional education system. They advocated the DES is quite suitable for the developing countries like Pakistan where the conventional institution can’t cope with the high birth rate. More and more countries have turned to distance education which is now recognized as are effective supplement or complement to formal education. It has also come up, in some countries, as an independent parallel alternative system of education. for various considerations, whether they be cost effectiveness, or scale of numbers, or non-availability of or non-accessibility to formal institutions or non-availability of teachers (especially rained ones) distance education as an alternative mode has caught the attention of educational planners. It is seen as an educational system which can fulfill social need and transform elitist education to an egalitarian one. Concept of Distance Education
The term distance education is fairly new. It denotes the forms of study not led by teachers present in a classroom but supported by tutors and an organization at a distance from the student. This allows an interpretation which equates distance education with correspondence education. The reason which the term distance education has come into being is that the word correspondence is felt to be associated exclusively with the written word, whereas usually audio-recordings and often radio, TV, telephone communication and other media nowadays supplement the written word in what is here called distance education. Sometimes, particularly in the USA, independent study is used a synonym. Correspondence education can be and often is taken to denote this Multi-media approach. This is for instance the interpretation of the Association of British Correspondence Colleges. Others reserve the term correspondence education for the types of distance education which are entirely based on printed courses and communication in writing. A prerequisite for any study of the concept is to define precisely what one means by distance education. Distance education is a generic term that includes the range of teaching/learning strategies referred to as “correspondence education or study” at the further education Level in the United Kingdom; “home study” at the further education level and “independent study” at the higher education level in the United States. “External studies at all levels in Australia and “distance teaching” or “teaching at a distance” by the Open university of the United Kingdom. In French it is referred to as tele’enseignement/formation a distance; Fernstudiura in German; education a distance in Spanish; and Teleducacao in Portuguese (Keegan 1980). Distance education is conceived today essentially as an open learning system with several characteristics: These according to Keegan (1980) are: -The separation of teacher and learner;
-The influence of an educational organization that distinguishes it from private Study; -The use of technical media, usually print, to unite teacher and learner; -The provision or two-way communication so that the student may benefit from or initiate dialogue, which distinguishes it from other uses of educational technology; -The teaching of people mainly as individuals and rarely in groups, with the possibility of occasional meetings for both didactic and socialization purposes; -The elements of more industrialized form of education in which activities like job-scheduling, warehousing, postal and media dispatch are characteristic...