Developing countries often percive tecnology as the key driver toeffect a multiplier effect in bringing affordable and accessibleeducation to a geographically dispersed population. In a systemicperspective, technology, although important, is only one of thenecessary co-producers in distance education systems which have highpotential for achieving the desired multiplier effects. This paperreports on the findings of research conducted in the South Africacontext to identify key elements and dimensions of successful DistanceEducation systems. Some of the findings of the study are that:-technology, although important, is not the key element. Appropriatetechnology, from a target market perspective, is deemed to be crucial- careful planning re appropriate use of teaching strategies andtacticts, providing the distance education student with a multi-phasedlearning experience, is very important -accessible student supportservices is a key success factor in a highly competitive market - ahighly desirable attribute of Distance Education systems is that theyshould cater for the tranportability of prior learning, both to otherDistance Education systems as well as to residential study optionsoffered at tertiary education institutions - inter-institutionalcooperation in the form of joint ventues in offering DistanceEducation programmes, is perceived as a sign of quality. |