| Distance education has played a critical role in the educational process of the United States since the mid-19th century. For 150 years, its primary objective was the democratization of education, bringing educational opportunities to the under-represented and to those not able to access traditional learning environments. There has been little change in this objective over the years, but there have been numerous changes in the media used, from the United States Postal Service in the 19th century, to radio and television in the 20th century, and finally the Internet in the 21st century.; The Society to Encourage Studies at Home and the Chautauqua Movement were two early correspondence models used to bring educational opportunities to women and to citizens in rural communities. While distance education continues to meet the needs of students who are not able to or who find it inconvenient to attend traditional classes, many on-campus students also use distance education as a way to resolve scheduling conflicts.; The research conducted indicated a difference between 21st century students and students of the 19th and 20th centuries. In general, students are older, often work full or part-time, have family responsibilities, and grew up in a consumer-oriented, technological environment. The research supports the hypothesis that 21st century students shop around for courses and programs that conveniently meet their needs and wants.; While not exerting direct control over higher education, the federal government has had significant influence on creating an environment for distance education to flourish. The Morrill Act of 1862 and the G. I. Bill of 1944 are two examples of earlier legislation that provided badly needed funding to encourage educational growth. The Higher Education Act of 1962, as part of President Lyndon Johnson's Great Society, was a federal commitment to equalize college opportunities for underrepresented students. Women and minorities were the primary recipients of this legislation. Not all amendments to the Higher Education Act were beneficial to students. One such amendment, known as the 50 percent rule, was implemented in the 1990s to control misuse of federal financial aid by correspondence schools. Students attending institutions that offer 50 percent or more of their classes through distance education do not qualify for federal financial aid.; This study explored the evolution of distance education from the first correspondence course offered in 1852 to online courses offered through the Internet in 2003. It documents the key role that the American democratic belief system played in the expansion of distance education along with the technological innovations supporting it, the social framework influencing it, and the student population seeking this means of education for life-long learning or personal development. |
