Abstract:

Distance education can be defined as the " means of bringing learning to students in their homes or localities which can overcome problems of geography and time".  In this chapter the author examines other important aspects of distance education which include flexibility in terms of mimimum and maximum period of study before a qualification can be obtained as well as modularization of courses.  Distance education institutions of higher learning fall into three main categories. Category one covers those devoted 100% to teaching by this method. These are called single mode institutions which cover open universities. Category two covers those using both approaches i.e. conventional and distance. These are called dual mode institutions. Category three covers those which allow students to do some of their courses by distance and others by conventional methods. These could be called the mixed mode.  The title of this paper therefore is devoted to higher education by distance methods in institutions that are primarily single mode. Discussion which follows will indicate, however, that all three modes can be considered as part of the strategy of making higher education available to students by the distance approach. 

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Mmari, G (1997). Increasing access and equity in higher education-the role of open universities and distance education: the experience of the open university of Tanzania. In Juma Shabani (ed) Higher education in the 21st century: achievements and prospects in the Eastern and Southern African region, Nairobi, Kenya: UNESCO, 53-67