As soon as information could be disseminated to a mass audience then distance education could take place, and thus distance education can be counted as beginning with the development of Gutenberg’s printing press, which provided the technology for widespread distribution. More recently the postal service has allowed communication to take place between separated tutor and student. The first instance of a correspondence course is in the nineteenth century, when Isaac Pitman realized that the universal postal services would enable him to deliver the teaching of shorthand to a wider audience.

Twentieth century
Correspondence courses became more widespread in the twentieth century and continue to be popular to this day. However, in the second half of the century new technologies began to be used to supplement and enhance paper-based materials. Here are some examples:
1951 – In Australia two-way radio was used for tutor-student communication by the Alice Springs Schoor of the Air.

• 1960s – Telephone conferencing was used by the University of Wisconsin to supplement paper-based learning materials.
• 1970s – The Open University of Great Britain was established, which allowed people to study for degrees without physically attending a university. The Open University used paper-based materials, and also radio, TV and, later, video to supplement thsese. It proved phenomenally successful.

Why distance learning?
The popularity of traditional distance education in the twentieth century shows that it has fulfilled a need for many people. There are a variety of reasons for its popularity:

• It gives acceess to a wide range of knowledge, skills and qualifications.
• People who find it difficult to commit themselves to regular time slots, such as people who work shifts, can study whenever they want, day or night.
• People whose work involves travel away from home can take their coursework with them wherever they happen to be.
• Courses can be undertaken by people who have a multiplicity of commitments and demands on their time, such as those caring for young children or in full-time employment.
• It allows people who live in remote areas to study, even where there are no local educational institutions.
• Time isn’t wasted in travelling to an institution, finding a parking place or waiting for a bus.
• People who have disabilities that prevent or deter them from accessing face-to-face education can participate.
• Students can choose for themselves the best time to embark on a new course.
• In many cases progress through the course can be at a pace determined by the student and can be compressed into a few weeks or spread over years.
• It may prove a cheaper option for students since money can be saved on fares and on childcare costs.
• Students can work towards higher qualification without loss of income because they do not have to leave employment.
• Specialist courses that may not be available locally can be undertaken.
• Distance learning materials, such as text books, video and audio, usually have a high standard of content and presentation.
• The quality of teaching may be less dependent on the skills of the teacher.
• Students can be judged by the quality of their work along – prejudice based on their class, ethnicity, age or speech is less likely.

There are advantages, too, for the organization offering distance education:

• Specialist courses can be offered that would not otherwise be viable if they could only be undertaken by local people.
• Savings can be made on accommodation (including cleaning, lighting and heating of rooms) and student services such as refrectories.

However, distance education has clear disadvantages:

• Students may feel socially isolated and so may find it more difficult to stay motivated.
• There are few opportunities for students to develop their ideas through discussion with others on the course.
• Student collaboration on specific tasks is not possible.
• There is no peer group support.
• There may be little flexibility in the content of the course
• Learning materials that have been expensive to develop may quickly go out of date.
• Feedback from tutors is slow and students may have to wait weeks to find out if their work is meeting the required standards.
• Clarifications and queries cannot be dealt with speedily.
• Misunderstandings may not come to light and be quickly cleared up.
• Tutors cannot ‘read’ body language and so are unlikely to detect boredom or confusion.