Out of the Shadow and Into the Spotlight: The Development of Distance Teaching in Norwegian Higher Educatio

dc.creator	Gunnar Grepperud
dc.creator	Anne Marie Støkken
dc.creator	Jan Atle Toska
dc.date	2002-01-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:20:36Z
dc.date.available	2015-08-12T11:20:36Z
dc.identifier	1492-3831
dc.identifier	https://doaj.org/article/92ee2f3e4f25449396fe14d7c71bbd8d
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/28400
dc.description	On October 4, 1914, The Norwegian Correspondence School (NKS) accepted its first student, a woman, who, for a fee of NOK 10, registered for two courses (Amdam and Bjarnar, 1989). Seventy-five years later, distance education has become an important part of Norwegian higher education. However, there are several reasons why distance teaching did not gain acceptance in Norwegian higher education earlier. One of is the well-known skepticism of distance teaching as a strategy, the other was the adoption of other modes of making higher education accessible to more people, such as offering part-time studies and de-centralized study programmes in locations without higher education institutions. In Norway, because geography has been more of an obstacle than social class, might help explain the greater focus on building traditional education institutions during this period (Støkken 1999).Early in the 1990s, we can talk to a certain degree of a change of climate or attitudes towards distance education within higher education circles. This change in attitude was initially found in the Ministry of Education and with a few visionary university and college leaders. However, by the late 1990s, favourable attitudes towards distance education had spread to an increasingly larger number of faculty members, as indicated by a substantial number of distance teaching programmes that were being developed. Hence, it can now be claimed that distance teaching has moved out of the shadows and into the spotlight.
dc.language	English
dc.publisher	Athabasca University
dc.relation	http://www.irrodl.org/index.php/irrodl/article/view/60/124
dc.relation	https://doaj.org/toc/1492-3831
dc.rights	CC BY
dc.source	International Review of Research in Open and Distance Learning, Vol 2, Iss 2 (2002)
dc.subject	distance education
dc.subject	Norway
dc.subject	dual mode
dc.subject	hybrid
dc.subject	hybridization
dc.subject	higher education
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Out of the Shadow and Into the Spotlight: The Development of Distance Teaching in Norwegian Higher Educatio
dc.type	article