We are tempted to accept the sensible advice of Bates (1980, p. 4) that "in trying to define and classify distance-learning systems, it is unwise to be too dogmatic" for "there are more mongrels than pedigrees in this field." However, since clear definitions are an essential starting point for achieving conceptual and theoretical clarity, it is helpful to examine new developments in distance education within the framework of a general operational definition. Keegan (1980, p. 33) has outlined the essential components of distance education. These involve the separation of teacher and learner (as contrasted with the face-to-face contact present in conventional classroom teaching), the influence of some type of educational organization (thus distinguishing distance education from independent private study), the use of technical media, often print, to transmit educational content of a two-way communication between student and teacher, and, in some cases, physical meetings between student and learner for both educational and socialization purposes.
There is a substantial overlap between this dehnition of distance education and the characteristics of an open learning system. Although space precludes a detailed discussion here of the differences between distance education