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White Papers		 Distance Learning White Paper
eLRN: Distance Learning
January, 2001

I. Introduction
II. The Market
III. The Industry
IV. Trends
V. Issues
VI. Distance Learning at eLRN
VII. Footnotes
VIII. Appendices

I. Introduction


A. Why Distance Learning?

In today's knowledge economy, learning is needed to survive and to thrive. This is true for individuals, for organizations, for communities, for nations. In this context, distance learning has become an imperative. The need is constant; the motivation may be different for each learner. The nature of our society and economy drives the need for learning. The demand for education - formal, informal, lifelong - is well documented. The use of alternatives to the typical classroom setting has been ongoing for more than 100 years - from correspondence courses in paper form through video and computer access.

Technology leads the way and the Internet has become the vehicle of choice for the market. John Chambers, president and CEO of Cisco Systems, said, "The next big killer application for the Internet is going to be education. Education over the Internet is going to be so big, it is going to make e-mail usage look like a rounding error." [1] Gates referred to a killer app as - "the use of a technology so attractive to consumers that it fuels market forces and makes an invention all but indispensable, even if it wasn't anticipated by the inventor." [2]

Distance learning via the Internet - and/or combined with other carriers - can satisfy the demand for alternative forms of education, use the work of the best instructors, use an extensive collection of resources, provide a 24/7 approach, serve as an equalizer in terms of access and equity, provide a quality product at a lower cost and provide a buffer against the vicissitudes of an unpredictable economy

Due to the high growth prospects for this industry, many existing companies are re-positioning themselves to target related opportunities, since distance learning can also be used as a tool for e-commerce and to leverage the intellectual capital of an organization - its most important asset. New companies can build profitable businesses by developing or using the next generation of content, services and technologies for business, academic and consumer markets.

B. Distance Learning Defined

A useful definition of distance learning is provided by Webopedia:

"A type of education where students work on their own at home or at the office and communicate with faculty and other students via e-mail, electronic forums, videoconferencing and other forms of computer-based communication. Distance learning is becoming especially popular with companies that need to regularly re-train their employees because it is less expensive than bringing all the students together in a traditional classroom setting. Most distance learning programs include a computer-based training (CBT) system and communications tools to produce a virtual classroom. Because the Internet and World Wide Web are accessible from virtually all computer platforms, they serve as the foundation for many distance learning systems." [3]

There are other useful terms coined by individual authors and organizations, such as Internet-based teaching, network-based learning, e-learning, web-based learning, online learning, distance education and more. Some of these terms and their intended meanings are cited in Appendix A.

C. Distance Learning Today

Over a period of about 100 years, distance learning has transitioned from correspondence courses to television and computer technology to the Internet. Entering the 21st century, with the Internet and World Wide Web leading the way, distance learning is already affecting the lives of millions of children, teens and adults through interventions in their patterns of learning. Beyond enabling learners to independently acquire information and interact one-on-one with instructors in an enhanced learning environment, distance learning offers the means to dramatically alter the structure of the educational enterprise as we know it today and to rapidly improve educational attainment levels in developing nations and regions of the world.

The Success of Distance Learning

The rationale for the growing success of distance learning is rooted in changes resulting from the nation's transformation from an industrial to an information - knowledge-based - economy. The signs of change are everywhere, none more obvious than the workplace. Peter Drucker observed, "We live in an economy where knowledge, not buildings and machinery, is the chief resource, and where knowledge workers make up the biggest part of the work force. Until well into the 20th century most workers were manual workers. Today in this country only about 20% do manual work. Of the remainder, nearly half, 40% of our total work force, are knowledge workers." [4] Preparing children, teens and adults to function in this milieu is a top priority of society and the development and expansion of the Internet and distance learning are essential to achieving this goal.

Credibility Enhances Chances for Success

Distance learning derives credibility - in large measure - from the marketplace. The headlines tell the story. A few recent examples are:
  • The U.S. Army awards a $453 million contract to PricewaterhouseCoopers to provide distance education for an estimated 80,000 soldiers over the next five years (December 14, 2000)
  • First Graduate receives her master of arts degree from Western Governors University - an online, competency-based university. The university was established by 19 Governors and 22 Fortune 500 companies and foundations to expand access to higher education. (December 1, 2000)
  • Stanford University and Harvard Business School announced their intention today to jointly explore a project to develop and deliver online executive and management education. (November 14, 2000)
  • Learning Network's K-12 Content Now Available on America Online's Research & Learn and Parenting Channels. Learning Network is a part of Pearson plc, the international media company. Its major business operations are: The Financial Times Group, Pearson Education, Penguin Putnam and Recoletos, one of the top media companies in Spain. Pearson also owns a 22% stake in the RTL Group, Europe's leading integrated broadcasting and communications group. (November 27, 2000) www.learningnetwork.com
  • Knowledge Universe and William J. Bennett (former U.S. Secretary of Education) announce K12, an Internet-based school for kindergarten through the twelfth grade. Knowledge Universe was founded in 1996 and is owned by Michael Milken, his brother Lowell, and Oracle CEO Lawrence Ellison. (December 27, 2000) www.k12.com
Leading technology and content companies lend their weight to the credibility of distance learning. Through competitive and cooperative means, they are the force that drives the system. Those directly involved as recipients (and often content providers) of distance learning - institutions of higher education, school districts, federal and state governments, private and non-profit organizations - put their reputations on-the-line in support

D. Initiatives Facilitate Development

The Internet and distance learning are interrelated works in progress. Some initiatives intended to propel development and change include: The World Wide Web Consortium, Internet2, Next Generation Internet and the Web-based Education Commission.

World Wide Web Consortium

The Consortium is an international industry group, having over 440 member organizations. It was created to lead the Web to its full potential by developing common protocols that promote its evolution and ensure its interoperability. As an international industry consortium, it is jointly run by the MIT Laboratory for Computer Science (MIT LCS), the National Institute for Research in Computer Science and Control (INRIA) in France and Keio University in Japan. The Consortium is not a physical entity that conducts research. It is rather a facilitator of achievements in the field. Services provided include: Information about the World Wide Web for developers and users, reference code implementations to embody and promote standards and various same applications to demonstrate the use of new technology. Examples of the accomplishments of the organization include the development of XML (Extensible Markup Language) And SVG (Scalable Vector Graphics). Members include: AOL, Apple computer, IBM, Microsoft, Sun MicroSystems. (www.w3.org )

Internet2

Internet2, started in 1996, is a consortium of over 170 universities. It works in partnership with industry and government. Private companies involved include: Qwest, Cisco Systems, Nortel, IBM, 3Com and MCI Communications. This university project will run on the Abilene fiber-optic backbone developed by the University Corporation for Advanced Internet Development (UCAID), in partnership with Qwest, Communications, Nortel Networks, Cisco Systems and Indiana University. The Abilene backbone connects with existing advanced research and education networks such as the high performance Backbone Network Service (vBNS) of the National Science Foundation. Internet2 is developing and deploying advanced network applications and technologies to accelerate the creation of tomorrow's Internet. Funding has come from universities and the private sector. Their goals are to: 1. Create a leading edge network capability for the national research community, 2. Enable revolutionary Internet applications and 3. Ensure the rapid transfer of new network services and applications to the broader Internet community. Members of Internet2 are collaborating on: advanced applications, middleware, new network capabilities, advanced network infrastructure, and partnerships and alliances. (www.internet2.com)

Next Generation Internet

A U.S. government project initiated in 1997, Next Generation Internet's goal is to build a new Internet that would be 100 to 1,000 times faster than the existing network.

Internet 2 and Next Generation Internet are complementary initiatives based in the United States. They work together in many areas. Through participation in a National Science Foundation program, over 150 Internet2 universities have been awarded grants to support connections to advanced backbone networks such as Abilene and Backbone Network Service. Internet 2 is also forming partnerships with similar advanced networking initiatives around the world.

The Internet2 project primarily uses university and private sector funds to build a superfast network; the Next Generation is using government funds to fund basic research about using the faster network. These projects are intended to develop new technologies that will trickle down to the global Internet and private computer networks. (http://www.ngi.org)

Web-based Education Commission

The Web Commission was established by Congress to develop specific policy recommendations geared toward maximizing the educational promise of the Internet for pre-K, elementary, middle, secondary, and postsecondary education learners. The Commission established three principal objectives: 1. Articulate a comprehensive policy "road-map" for key education stakeholders, public policy officials, and the private sector, 2. Establish a strong presence on the World Wide Web that is a focal point of discussion and debate over the key policies affecting the deployment of Web-based content and learning strategies, and 3. Provide specific policy guidance to Congress regarding how the Web can help improve student achievement as part of the Elementary and Secondary Education Act (ESEA) reauthorization.

The Commission focused on a specific set of policy issues to better understand the impact the World Wide Web can have on transforming and improving learning and achievement - Technology Trends, Pedagogy, Access and Equity, Technology costs, Teacher Training and Support, Regulatory Barriers, Standards and Assessment, Accreditation and Certification, Intellectual Property Protection, Online Privacy, Protection and Censorship; New Learning Institutions, Research and Development, The Marketplace and Corporate Adoption.

The report of the Commission, "The Power of the Internet for Learning: Moving From Promise to Practice", was released to the public December 19, 2000 and is available from several web sites (http://www.hpcnet.org/webcommission). The Executive Summary is provided in Appendix B.

II. The Market

A. Intended Recipients of Distance Learning

Intended recipients of distance learning include corporations, education-related organizations, associations, foundations, government, families, individuals, and companies associated with the distance learning industry. It's B2C and B2B. These are the primary targets. There's also the possibility of follow through with secondary targets (e.g. If it's a corporation, it's legitimate to direct some form of education to their vendors, their board members, their clients).
  • Corporations/Businesses
    • -These are bricks and mortar companies, "clicks and mortar" companies and Web-based companies -Workforce training and continuing professional education are in demand In many cases, complete integrated systems would be needed [5]
  • Education-Related Organizations
    • -Public and private K-12 schools, school districts and regional education service centers, such as New York's Boards of Cooperative Educational Services -Colleges and universities - community colleges, four-year colleges and universities -Virtual schools and colleges -Private business, vocational and technical institutions -Libraries -Museums [6]
  • Selected Distance Learning Industry Companies [7]
  • Societies and Associations [8]
  • Foundations [9]
  • Governments - Federal/State [10]
B. Market Facts

The future of distance learning is directly related to the development of the Internet and its availability to end users/learners. A number of research companies and governmental agencies track developments and expenditures:

Internet Users

Although it is agreed that estimating the worldwide Internet population is an inexact science, estimates are readily available: 259 million online users worldwide by year-end 1999. By 2000 the number is expected to reach 349 million, 490 million Internet users by year-end 2002 and over 765 million by year-end 2005. In the United States there were 87.9 million Internet users in the year 2000, representing 38.3% of the world population of regular users, (defined as people age 14 or older who go online for at least 1 hour per week) [11]

Average U.S. Internet User is 41 Years Old With an Income of $65,000

Research from Gartner Group, Inc. shows that the average U.S. Internet user is 41 years old. This research shows that the average user is gender neutral, married, with 2.81 children, employed, has an income of $65,000 and uses a PC at work. Gartner's findings showed that 70 percent of all Internet users started using the Internet in 1998 or earlier. At the end of 1998, 108 million U.S. adults used the Internet. Today, 127 million U.S. adults use the Internet. Eighty-six million U.S. adults shop on the Internet, and 58 million users have made a purchase on the Internet within the past three months. [12]

Gartner's Digital Divide Report

Today, 50 percent of U.S. households have Internet access, and by 2005, Gartner projects that 75 percent of U.S. households will be connected. Despite a booming economy, lower cost PCs and phenomenal growth in the Internet, there is still a strong Digital Divide in the United States:
  • Access to the Internet in the home - While half of U.S. households have Internet access, the penetration rate differs drastically based on socioeconomic status, which is a combination of household income and education level - 35 percent of lowest socioeconomic status Americans have Internet access, compared to 53 percent in the lower-middle socioeconomic bracket, 79 percent in the upper-middle bracket and 83 percent in the highest socioeconomic bracket.
  • The Broadband Divide - While Internet penetration is expected to surpass 75 percent of U.S. households by 2005, another Digital Divide emerges based on high-speed access via bandwidth. "We may finally master Internet access in every home, but a new digital divide will gape before us if broadband access costs an additional $40 per month per household."
  • Once online, users have a ramp-up period of several months to several years, according to Gartner, until they are fully realizing the benefits of the Internet. Gartner's Digital Divide Report [13 ]
Internet/Distance Learning - School Access

For elementary schools in 1994, 30% had school access and 3% had access in instructional classrooms. By 1999, 94% had school access and 62% had access in instructional classrooms. For secondary schools in 1994, 49% had school access and 4% had instructional classroom access. By 1999, 98% of schools had access and 67% had access in instructional classrooms. [14]

Expenditures for Distance Learning

The education market in the United States is a $772 billion industry consisting of five segments: childcare ($40 billion), K-12 education ($386 billion), post-secondary ($268 billion), corporate training ($66 billion) and continuing education ($12 billion). [15] Significant growth will come from continuing education using distance learning applications.

III. The Industry


According to IDC (International Data Corporation), the online (distance) learning industry has three major market segments: content providers, learning services providers, and technology providers.
  • Content providers: These are firms that furnish course structure, multimedia (graphics, video, sound, and animation), simulations, testing, and assessments. This includes both off-the-shelf as well as specially developed, customized applications. (e.g. Broderbund Software, Inc. - recently acquired by Mattel Interactive) http://www.mattelinteractive.com/aDefault.htm )
  • Learning Services Providers: Learning services companies provide needs assessments, program-building components - content design, development and programming, technical and systems integration, site management and hosting, maintenance, and online mentoring. (e.g. ISOPIA www.isopia.com)
  • Technology Providers: These are "delivery solutions" companies that sell technologies associated with e-learning, including training, authoring tools, course management systems, collaborative software and virtual classrooms, and add-on tools. This category does not include hardware and network infrastructure such as routers and firewalls. (e.g. collaborative software was developed to let dispersed workgroups set up virtual meeting rooms on the Web and allow them all to collaborate on the shared document, inputting changes, adding comments, etc.- eRoom http://www.eroom.com) [16]
Information about companies/providers in these segments will be found in the following sectors and industries listed in Hoover's Online.
  • Computer Hardware. This sector includes makers of mainframe, client/server, and personal computers; other computer-based systems; storage devices; networking equipment; peripherals; and business equipment (copiers, point-of-sale terminals, etc.). It also includes computer equipment retailers and wholesalers.
  • Computer Software & Services . This sector includes companies involved in the design, development, and marketing of all types of software, companies that provide both software and services, and companies that provide computer services such as maintenance and systems integration.
  • Diversified Services . This sector includes companies involved in business services, such as advertising, marketing, accounting, and personnel; personal and consumer services companies; law firms; schools; and charitable organizations.
  • Electronics & Miscellaneous Technology Media . This sector includes semiconductor and semiconductor equipment makers; electronics makers; makers of scientific, technical, and measurement instruments; contract manufacturers; and distributors of electronic equipment.
  • Media . This sector includes radio and TV broadcasters; motion picture, movie theater, and music companies; newspaper, periodical, and book publishers; and Internet service and content providers.
  • Telecommunications . This sector includes companies that manufacture telecommunications equipment, including satellite equipment, fiber optics, switching equipment, and microwave equipment. It also includes telecommunications services providers, including local and long-distance phone companies and cable and satellite television companies. [17 ] See Appendix C for an extended listing of sectors, industries and companies.
IV. Trends

Researchers who track technology and distance learning trends and make predictions, generally focus short term due to the changing nature of the industry (e.g. the trends in 2001). However, there are also identifiable long range trends.

A. Short Term Trends

A Red Herring Magazine report cited some technology trends for 2001 that will impact distance learning:
  • Distributed Computing - will redefine computer networks (Subsets include P2P (peer2peer), grid computing and distributed information technology infrastructure. Weather forecasting, feature film animation, protein modeling, and genome-related research are obvious fits for distributed computing.
  • Wireless - Early products will include remote medical monitoring devices and anything that connects to a computer network via cable (Japan is leading the world in wireless Internet access, with more than 12 million subscribers)
  • Communications - Carriers shift from voice and data transmission to new high-bandwidth services. (companies involved include AtT& T, Global Crossing and Quest - will initially include interactive video -- chat and videoconferencing for example -- as well as interactive TV services, distance-learning, and movies-on-demand).
  • Global Governmental Regulation - Governments worldwide will harmonize their policies regulating the Internet, leading to quasi-international treaties (will boost business and consumer confidence, but also encumber radical new technologies that would affect the Net's current architecture). [18]
B. Long Term Trends

The use of distance learning in education and training will enable individuals and organizations to acclimate to the demands of an information economy and to participate in lifelong learning pursuits.
  • Educators will increase their use of distance learning systems to design programs for teaching and learning. There will be a corresponding increase in the number of learners using distance learning systems.
  • Self-directed learners will increasingly use distance learning systems in lifelong learning pursuits.
  • Computer/Internet access will increase in homes, schools, higher education and the corporate world.
  • Objections to the utilization of technology in teaching/learning will diminish (e.g. cannot substitute technology for classroom teacher/student interaction).
Competition and cooperation will spur growth and development of distance learning systems and expand the industry.
  • Competing companies will continue to cooperate in the development of solutions to problems related to distance learning (e.g. Microsoft working with other industry leaders in the World Wide Web Consortium to develop standards for the industry.
  • Competition between and among competing companies for market penetration and market share will accelerate (e.g. networking providers - Cisco, Hewlett-Packard, Microsoft, Nortel Networks, Novel; content providers - Riverdeep, Inc. (www.riverdeep.net), Pearson's Learning Network (www.learningnetwork.com)
  • Research and development related to distance learning will expand.
  • Innovations in distance learning systems will facilitate ease of use.
  • There will be an increase in the number of distance learning web sites brought to the market.
Investments in distance learning will accelerate global economic development and societal change
  • There will be a significant, global increase in funding for education and training via distance learning systems.
  • Investments in research and development related to distance learning will increase dramatically.
  • The financing of key initiatives will continue despite economic uncertainty.
IMB was one of several industry companies that provided testimony to the U.S. Congress Web Commission. IBM offered an industry view of the future direction of distance learning:
  • "The drive for transformations in educational practice is due to the society-transforming attributes of information and communications technologies (ICT).
  • The transformations attributable to the emergence of a digital economy and society are global and highly competitive.
  • The trends in technology evolution are toward ubiquitous, easier and less complicated access, and embedded, pervasive technology. Developments leading to faster processing, Next Generation Internet, wireless communications and data transfer, PDAs, and new kinds of embedded ICT appliances are all different approaches to achieving the ubiquitousness of high speed data access and sharing.
  • In the end, the technology, for all its transforming capability, isn't the crucial factor that determines value. The keys are the skills and knowledge to use the tools effectively. While we are one of the global leaders on ubiquitous high speed access, we will need clear public policy and investment to establish ourselves as a leading nation in the effective use of ICT by all segments of our population." [19]
V. Issues

Distance learning issues usually relate to four broad areas of concern: economic and social conditions, technology, content and end users. Some issues are global in nature and require the cooperative efforts of nations. Other issues are industry specific and require the cooperation of companies and organizations. Still other issues relate to end users who ultimately decide to what degree distance learning will succeed.
  • Economic and Social - Issues relate to access and equity, technology and content costs, regulatory barriers, intellectual property protection, online privacy and protection, censorship and the marketplace.
  • Technology - Issues relate to identifying trends that have potential for influencing education, the costs associated with utilizing technology and research and development.
  • Content - Issues relate to pedagogy, teacher training and support, standards and assessment, accreditation and certification, product quality, and new forms of learning institutions.
  • End Users/Learners - Issues relate to the extent to which economic and social, technology and content issues are ameliorated.
VI. Distance Learning at eLRN

eLRN is a global distance learning portal, a provider of continuing education and degree programs, a provider of consulting services to organizations and individuals and a provider of learning resources to the industry. We use our extensive experience and expertise - in concert with expert affiliates - to deliver practical, maintainable and sustainable solutions for clients.

A. Objectives

eLRN's objectives are to:
  • Develop and maintain a top level, global, distance learning portal that is responsive to the information needs of the industry and other users.
  • Provide an array of continuing education and degree programs that will allow users to review, evaluate and select appropriate learning programs suited to their needs.
  • Target consulting services to meet the needs of diverse organizations and individuals.
  • Develop and provide educational resources for the distance learning community.
B. Value Proposition

At eLRN, we recognize the need to combine expertise, critical advisory services, global resources and extensive hands-on industry experience to effectively adapt to a rapidly changing global industry and respond to differing needs. Through the experience and expertise of our professionals, and affiliations with other content and technology providers, we have the ability to deliver practical, workable and maintainable solutions to client needs.

C. Experience

Our distance learning professionals and advisors have had extensive experience - ranging from 7 to 40 years - in teaching K-12 through university levels, workforce training for entry-level staff through senior management and adult/continuing education. Fields of study include: education, management, library/information science, educational media, law, accounting, economics and information technology. Support is provided by affiliate experts in technology solutions. Experience/expertise includes:
  • Teaching including curriculum development, management, the design of instructional strategies and media utilization for corporations, K-12 schools, higher education and homeschooling. Subjects - Financial services and products, investment management, risk management, compliance, law, tax, accounting, finance, art history, reference and information services, online information retrieval, personnel management, educational philosophy, curriculum development, research methods, video production, media utilization, adult education, business communication, all elementary school subjects and selected secondary school subjects.
  • Workforce Training including curriculum development, management and the design of instructional strategies for corporations, elementary and secondary schools, higher education, museums, foundations, libraries and law enforcement. Subjects - Financial services and products, clerical and administrative skills, technical processes, policies and procedures (e.g. sexual harassment), media production (e.g. audio/video and related) and law enforcement (e.g. firearms training, defensive driving, self-defense, patrol related, traffic related, supervision).
  • Continuing Professional Education in the areas of financial services, law, tax, accounting, management, online information retrieval, curriculum development, instructional strategies and information services for K-12, higher education, corporations, libraries and foundations.
  • Information Services including: evaluation, selection, acquisition, organization and retrieval of information resources for K-12, higher education, corporations, libraries and foundations.
  • Educational Publishing including manuscript selection, editing, production, marketing and management.
  • Web Site Development including: planning, organizing, selecting and/or developing content, selecting technology and integrating content and technology.
D. Services and Resources

eLRN's services and resources focus on educational imperatives in a knowledge economy.

Consulting Services include:
  • development of curriculum and the design of instructional strategies
  • selection and/or development of learning resources
  • online retrieval of essential project-related information
  • the integration of content and technology
  • web site development
  • project management
  • providing adaptable and sustainable learning programs and systems
Educational Resources (primarily available on the WWW) include:
  • courses, tutorials, modules (synchronous and/or asynchronous)
  • K-12, continuing education and degree programs
  • testing programs
  • curriculum resource collections (web links)
  • eLRN's global distance learning portal
E. Target Clients

ebusinessware's target clients include financial institutions, corporations, education-related organizations, associations, foundations, government and companies associated with the distance learning industry. Listings of target clients may be found in a variety of sources:
    Financial Institutions (see Hoover's Online www.hoovers.com - refer to Industries)

    Corporations (see Hoover's Online www.hoovers.com - refer to Industries)

    Education-Related Institutions
    • Public and private K-12 schools, school districts and regional education service centers, such as New York's Boards of Cooperative Educational Services (see American School Directory www.asd.com)
    • Colleges and universities - community colleges, four-year colleges and universities (see Peterson's Guide www.peterson.com)
    • Virtual schools and colleges (see Virtual Schools (http://www.rapides.k12.la.us/hrl/page8.html)
    • Vocational and technical institutions ( see RWM Vocational School database (http://www.rwm.org/rwm/
    • Libraries (see Library Directory www.webpan.com/mssuers/libdir)
    • Museums (see Museum Network www.museumnetwork.com)

    Selected Distance Learning Industry Companies (see Hoover's Online www.hoovers.com - refer to Industries)

    Societies and Associations (see Encyclopedia of Associations, http://library.dialog.com/bluesheets/html/b10114.html)

    Foundations (see Foundation Directory http://fdncenter.org/marketplace/catalog/fdonline.html

    Government - Federal/State (see Carroll's Government People, Places & Programs www.carrollpub.com )

    VII. Footnotes


    1. John Chambers. New York Times. November 17, 1999

    2. Bill Gates. The Road Ahead. Viking. 1995. p. 68

    3. Webopedia ( http://webopedia.internet.com/Internet_and_Online_Services)

    4. Peter Drucker, "Putting More Now Into the Internet." Forbes Magazine. May 15, 2000.

    5. Industry Masterlist Hoover's Online (www.hoovers.com)

    6. American School Directory (www.asd.com); Peterson's Guide (www.peterson.com); Library Directory (www.webpan.com/mssuers/libdir); Museum Network (www.museumnetwork.com)

    7. Industry Masterlist Hoover's Online (www.hoovers.com)

    8. Encyclopedia of Associations (http://library.dialog.com/bluesheets/html/b10114.html)

    9. Foundation Directory (http://fdncenter.org/marketplace/catalog/fdonline.html)

    10. Carroll's Government People, Places & Programs (www.carrollpub.com)

    11. Computer Industry Almanac (http://www.c-i-a.com)

    12. "Gartner Says Average U.S. Internet User is 41 Years Old With an Income of $65,000." Gartner Group. October 30, 2000 www.gartner.com

    13. "Gartner's Digital Divide Report: 50 percent of U.S. Households Now Have Internet Access." Gartner Group. October 2, 2000 www.gartner.com

    14. Nat'l Center for Educational Statistics (http://nces.ed.gov/quicktables/result.asp?SrchKeyword=Internet&optSearch=exact&Topic=All&Survey=All )

    15. "Corporate E-Learning: Exploring a New Frontier," W.R. Hambrecht & Co., March 2000. (www.wrhambrecht.com)

    16. IDC International Data Corporation (www.idc.com)

    17. Industry Masterlist, Hoover's Online (www.hoovers.com)

    18. "Top Trends 2001," Red Herring Magazine, December 13, 2000. (http://www.redherring.com/mag/issue86/mag-trends-86.html)

    19. Web-based Education Commission ( http://www.hpcnet.org/cgi-bin/global/a_bus_card.cgi?store_SiteID=154797)

    VIII. Appendices

    A. Definitions - Distance Learning

    Distance Educationis defined as a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning. (University of Wisconsin-Extension, Continuing Education Extension, Distance Education subgroup)

    Distance Learning (DL) is an instructional delivery system which connects learners with educational resources. DL provides educational access to learners not enrolled in educational institutions and can augment the learning opportunities of current students. The implementation of DL is a process which uses available resources and will evolve to incorporate emerging technologies. ( The California Distance Learning Project (CDLP).

    Distance Education is instructional delivery that does not constrain the student to be physically present in the same location as the instructor. Historically, Distance Education meant correspondence study. Today, audio, video, and computer technologies are more common delivery modes. (Virginia Steiner. The Distance Learning Resource Network (DLRN)

    Distance education (or correspondence/home study) is the enrollment and study with an educational institution which provides lesson materials prepared in a sequential and logical order for study by students on their own. When each lesson is completed the student makes available, by fax, mail, or computer, the assigned work for correction, grading, comment, and subject matter guidance by qualified instructors. Corrected assignments are returned to the student, an exchange which provides a personalized student-teacher relationship. (The Distance Education and Training Council (DETIC) http://www.detc.org

    Distance education is not simply the addition of technology to instruction; instead, it uses technology to make possible new approaches to the teaching/learning process. (Penn State Department of Distance Education, Office of Distance Education )

    e-learning. IDC (International Data Corp) defines e-learning as the asynchronous or synchronous (real-time) delivery of training and education over the Internet to an end user's computer. (www.idc.com)

    Distance learning. The process of extending learning, or delivering instructional resource-sharing opportunities, to locations away from a classroom, building or site, to another classroom, building or site, by using video, audio, computer, multimedia communications, or some combination of these with other traditional delivery methods. (Instructional Telecommunications Council (ITC)

    Distance education. The term distance education represents a variety of educational models that have in common the physical separation of the faculty member and some or all of the students. (A Conceptual Planning Tool Developed by the University of Maryland System Institute for Distance Education

    Web-based education encompasses a broad variety of educational approaches that utilize the Internet and communication technologies. These approaches range from using the Internet as a research tool to taking online classes at a virtual high school. Web-based education also includes communication between teachers, students, and parents via email or electronic message boards, publication of student work on the web, and online teacher support. (Web-based Education Commission www.hpcnet.org/webcommission )

    B. Web Commission Report

    The report of the Commission, "The Power of the Internet for Learning: Moving From Promise to Practice," was released to the public December 19, 2000 and is available from several web sites (http://www.hpcnet.org/webcommission).

    Executive Summary

    Although web-based education is in its earliest phase, it holds extraordinary promise. The bipartisan, congressional Web-based Education Commission set out to discover how the Internet is being used to enhance learning opportunity for all learners from pre-kindergarten through high school, at postsecondary colleges and universities, and in corporate training. In the course of our work, we heard from hundreds of educators, policymakers, Internet pioneers, education researchers, and ordinary citizens who shared their powerful visions and showed us the

    promise of the Internet -
    • To center learning around the student instead of the classroom
    • To focus on the strengths and needs of individual learners
    • To make lifelong learning a practical reality

    By the end of our work, we were able to identify the key barriers that are preventing the Internet from realizing its full potential for enhancing learning. The Commission was urged to help the nation better understand these barriers and offer its recommendations for addressing them. Based on the findings of our work, the Commission believes a national mobilization is necessary, one that evokes a response similar in scope to other great American opportunities?or crises: Sputnik and the race to the moon; bringing electricity and phone service to all corners of the nation; finding a cure for polio.

    Therefore, the Commission is issuing a call to action to:

    Make powerful new Internet resources, especially broadband access, widely and equitably available and affordable for all learners.

    The promise of high quality web-based education is made possible by technological and communications trends that could lead to important educational applications over the next two to three years. These include greater bandwidth, expansion of broadband and wireless computing, opportunities provided by digital convergence, and lowering costs of connectivity. In addition, the emergence of agreement on technical stan-dards for content development and sharing will also advance the development of web-based learning environments.

    Provide continuous and relevant training and support for educators and administrators at all levels.

    We heard that professional development - for preK-12 teachers, higher education faculty, and school administrators - is the critical ingredient for effective use of technology in the classroom. However, not enough is being done to assure that today's educators have the skills and knowledge needed for effective web-based teaching. And if teacher education programs do not address this issue at once, we will soon have lost the opportunity to enhance the performance of a whole generation of new teachers, and the students they teach.

    Build a new research framework of how people learn in the Internet age.

    A vastly expanded, revitalized, and reconfigured educational research, development, and innovation program is imperative. This program should be built on a deeper understanding of how people learn, how new tools support and assess learning gains, what kinds of organizational structures support these gains, and what is needed to keep the field of learning moving forward.

    Develop high quality online educational content that meets the highest standards of educational excellence.

    Content available for learning on the Web is variable: some of it is excellent, much is mediocre. Both content developers and educators will have to address gaps in this market, find ways to build fragmented lesson plans into full courses and assure the quality of learning in this new environment. Dazzling technology has no value unless it supports content that meets the needs of learners.

    Revise outdated regulations that impede innovation and replace them with approaches that embrace anytime, anywhere, any pace learning.

    The regulations that govern much of education today were written for an earlier model in which the teacher is the center of all instruction and all learners are expected to advance at the same rate, despite varying needs or abilities. Granting of credits, degrees, availability of funding, staffing, and educational services are governed by time-fixed and place-based models of yesteryear. The Internet allows for a learner-centered environment, but our legal and regulatory framework has not adjusted to these changes.

    Protect online learners and ensure their privacy.

    The Internet carries with it danger as well as promise. Advertising can interfere with the learning process and take advantage of a captive audience of students. Privacy can be endangered when data is collected from users of online materials. Students, especially young children, need protections from harmful or inappropriate intrusions in their learning environments.

    Sustain funding - via traditional and new sources - that is adequate to the challenge at hand. Technology is expensive, and web-based learning is no exception.

    Technology expenditures do not end with the wiring of a school or campus, the purchase of computers, or the establishment of a local area network. These costs represent just the beginning. The issue before us now is how to make good on the Internet's power for learning and how to move from promise to practice. The Web-based Education Commission calls upon the new Congress and Administration to embrace an "e-learning" agenda as a centerpiece of our nation's federal education policy. This e-learning agenda should be aimed at assisting local communities, state education agencies, institutions of higher education, and the private sector in their efforts.

    The moment is at hand.

    We urge the new President and the 107th Congress to seize this opportunity and to focus on ways in which public law can be modified and changed to support, rather than undermine, the technology that is so dramatically changing education.

    We call on federal and state governments to make the extension of broadband access for all learners a central goal of telecommunications policy.

    We urge federal and state officials to adopt a policy framework that will help accelerate broadband deployment in education quickly and effectively. The E-rate program, which has brought 21st Century telecommunications into the nation's schools and libraries, has provided a dramatic boost. Individual state efforts have shown promise and success. Local and state policymakers should consider complementary efforts focused on educational applications of broadband access.

    We call upon policymakers at all levels to work with educational institutions and the private sector to support the continuous growth of educators through the use of technology.

    We encourage continuing federal and state support for initiatives and models that make just-in-time, just-what's-needed training and support available to educators. The reauthorization of the Elementary and Secondary Education Act and subsequent Higher Education Act reauthorization offer the opportunity to make this happen and to incorporate the best thinking and practices identified by this Commission. Partnerships that bring together the federal government, state and local agencies, the private sector, and educational institutions offer the best promise of assuring continuing teacher empowerment and growth with technology.

    We call upon the federal government to create a comprehensive research, development, and innovation framework for learning technology.

    We recommend establishing a benchmark goal for federal research and development investment in web-based learning, consistent with similar benchmarks in other industry segments. This framework would focus on high payback targets of educational opportunity and support the creation of learning communities and tools for collaborative knowledge building and dissemination among researchers, teachers, and developers.

    We call upon the public and private sectors to join forces in developing high quality content and applications for online learning.

    At the federal level, the Commission recommends that Congress articulate content development priorities, provide seed funding for high need areas, and encourage collaboration and partnerships between the public and private sectors in the development and distribution of high quality online materials. The federal government should work with all agencies and programs to adopt technical standards for the design of online courses, meta tagging of digital content, and universal design standards for access for those with disabilities. The Commission recommends that the education community develop standards for high quality online courses. The current voluntary system of accrediting higher education institutions and programs should continue but with better clarity for the consumer regarding online options. The Commission recommends the convening of state and regional education accreditors and organizations to build common standards and requirements for online learning programs, courses, and certifications comparable to the standards required for onsite programs.

    We call upon Congress, the U.S. Department of Education, and state and regional education authorities to remove barriers that block full access to online learning resources, courses, and programs while ensuring accountability of taxpayer dollars.

    The Commission encourages the federal government to review and, if necessary, revise the "12-hour rule," the "50 percent rule," and incentive compensation requirements that are creating barriers to students enrolling in online and distance education courses.

    The Commission encourages national, state, and regional education policymakers to increase cross-state regulatory and administrative cooperation in web-based education. We also call upon states to develop common and appropriate policies regarding credits, faculty compensation, accreditation, licensing, articulation, student services, and programs to reach underrepresented student populations.

    The Commission endorses the U.S. Copyright Office proposal to convene education representatives and publishers to build greater consensus and understanding of the "fair use" doctrine in its application to online learning.

    We call upon parents, the education community, and the private sector to develop and adopt privacy and protection safeguards to assure that learners of all ages are not exploited while participating in online learning activities.

    The Commission believes that filtering and blocking software alone is of limited value. Instead, we recommend encouraging developers and educators to collaborate in creating noncommercial, high quality educational "safe zones" on the Web. We also recommend that schools, districts, and states develop and promote programs for the safe, wise, and ethical use of the Internet. The Commission also believes some adjustments to the Children's Online Privacy and Protection Act may be necessary to allow educational exemptions for the collection of identifiable student data online with appropriate parental consent.

    Finally, we call upon the federal government, states, localities, and the private sector to expand funding initiatives and to develop new models to bring these policies to reality.

    The Commission believes these initiatives could include tax incentives, additional public-private partnerships, increased state and federal appropriations, and the creation of a learning technology trust fund. The Commission encourages states and localities to aggregate their market strength as a way of bringing advanced technologies to education at a considerably lower cost. The question is no longer if the Internet can be used to transform learning in new and powerful ways. The Commission has found that it can. Nor is the question should we invest the time, the energy, and the money necessary to fulfill its promise in defining and shaping new learning opportunity. The Commission believes that we should. We all have a role to play.

    It is time we collectively move the power of the Internet for learning from promise to practice.

    C. Sectors, Industries, Companies

    This information was extracted from the Industry Masterlist, Hoover's Online (www.hoovers.com). It includes those sectors and industries that provide resources and services used in distance learning.

    Computer Hardware. This sector includes makers of mainframe, client/server, and personal computers; other computer-based systems; storage devices; networking equipment; peripherals; and business equipment (copiers, point-of-sale terminals, etc.). It also includes computer equipment retailers and wholesalers. Industries In this sector:

    Computer Hardware - Diversified Computer Products
    Computer Hardware - Large-Scale Computers
    Computer Hardware - Personal Computers
    Computer Hardware - Miscellaneous Computer-Based Systems
    Computer Hardware - Data Storage Devices
    Computer Hardware - Networking & Communication Devices
    Computer Hardware - Computer Peripherals
    Computer Hardware - Electronic Business Equipment

    Computer Software & Services. This sector includes companies involved in the design, development, and marketing of all types of software, companies that provide both software and services, and companies that provide computer services such as maintenance and systems integration. Industries in this sector:

    Computer Software & Services - Diversified Software
    Computer Software & Services - Multimedia Production, Graphics & Publishing Software
    Computer Software & Services - Entertainment & Games Software
    Computer Software & Services - Educational Software
    Computer Software & Services - Document Management Software
    Computer Software & Services - Database & File Management Software
    Computer Software & Services - Corporate, Professional & Financial Software
    Computer Software & Services - Manufacturing & Industrial Software
    Computer Software & Services - Engineering, Scientific & CAD/CAM Software
    Computer Software & Services - Networking & Connectivity Software
    Computer Software & Services - Communications Software
    Computer Software & Services - Internet & Intranet Software & Services
    Computer Software & Services - Other Application Software
    Computer Software & Services - Development Tools, Operating Systems & Utility Software
    Computer Software & Services - Security Software & Services
    Computer Software & Services - Information Technology Consulting Services
    Computer Software & Services - Data Processing Software & Services
    Computer Software & Services - Miscellaneous Computer Services
    Computer Software & Services - Computer Products Distribution & Support

    Diversified Services. This sector includes companies involved in business services, such as advertising, marketing, accounting, and personnel; personal and consumer services companies; law firms; schools; and charitable organizations. Industries in this sector:

    Diversified Services - Advertising
    Diversified Services - Marketing & Public Relations Services
    Diversified Services - Telemarketing, Call Centers & Other Direct Marketing
    Diversified Services - Market & Business Research Services
    Diversified Services - Accounting, Bookkeeping, Collection & Credit Reporting
    Diversified Services - Staffing, Outsourcing & Other Human Resources
    Diversified Services - Management Consulting Services
    Diversified Services - Printing, Photocopying & Graphic Design
    Diversified Services - Building Maintenance & Related Services
    Diversified Services - Miscellaneous Business Services
    Diversified Services - Legal Services
    Diversified Services - Security & Protection Products & Services
    Diversified Services - Car & Truck Rental
    Diversified Services - Personal Services
    Diversified Services - Consumer Services
    Schools & Educational Services - Child Care Services & Elementary & Secondary Schools
    Schools & Educational Services - Education & Training Services
    Schools & Educational Services - Colleges & Universities
    Diversified Services - Technical & Scientific Research Services
    Diversified Services - Charitable Organizations
    Diversified Services - Membership Organizations
    Diversified Services - Foundations & Cultural Institutions

    Electronics & Miscellaneous Technology. This sector includes semiconductor and semiconductor equipment makers; electronics makers; makers of scientific, technical, and measurement instruments; contract manufacturers; and distributors of electronic equipment. Industries in this sector:

    Electronics - Semiconductor - Broad Line
    Electronics - Semiconductor - Memory Chips
    Electronics - Semiconductor - Specialized
    Electronics - Semiconductor - Integrated Circuits
    Electronics - Semiconductor Equipment & Materials
    Electronics - Diversified Electronics
    Electronics - Computer Boards, Cards & Connector Products
    Electronics - Miscellaneous Electronics
    Electronics - Scientific & Technical Instruments
    Electronics - Electronic Test & Measurement Instruments
    Electronics - Contract Electronics Manufacturing
    Electronics - Electronics Distribution

    Media. This sector includes radio and TV broadcasters; motion picture, movie theater, and music companies; newspaper, periodical, and book publishers; and Internet service and content providers. Industries in this sector:

    Media - Media - Major Diversified
    Media - TV Broadcasting
    Media - Television Production, Programming & Distribution
    Media - Radio Broadcasting & Programming
    Media - Motion Picture & Video Production & Distribution Media - Music Production & Publishing
    Media - Movie, Television & Music Production Services & Products
    Media - Publishing - Newspapers
    Media - Publishing - Periodicals
    Media - Publishing - Books
    Media - Publishing - Other
    Media - Information Collection & Delivery Services
    Media - Internet & Online Content Providers

    Telecommunications. This sector includes companies that manufacture telecommunications equipment, including satellite equipment, fiber optics, switching equipment, and microwave equipment. It also includes telecommunications services providers, including local and long-distance phone companies and cable and satellite television companies. Industries in this sector:

    Telecommunications - Switching & Transmission Equipment
    Telecommunications - Communications Processing Equipment
    Telecommunications - Wireless, Satellite & Microwave Communications Equipment
    Telecommunications - Wireless Communications Services
    Telecommunications - Long-Distance Carriers
    Telecommunications - Local Telecom & Private Transmission Services
    Telecommunications - Diversified Telecom Service Providers
    Telecommunications - Cable TV & Satellite Systems
    Telecommunications - Internet & Online Service Providers
    Telecommunications - Miscellaneous End-User Communications Services
    Telecommunications - Miscellaneous Services to Communication Providers