This is counter to the points made later in the article regarding distance education theory (Najjar, 2008) and its impact on a more individualized approach to distance instruction. Arguably the impact of higher-speed collaborative technologies of which the Internet is the most pervasive are shifting these theories and making dialogue-based theories, including social networking-based concepts of shared collaboration more relevant and effective. The use of collaborative classrooms online for distance learning is forcing the development of entirely new frameworks regarding the theories of scholarship in distance education.

One notable exception from this article is the work of Dr. Badrul Kahn (2003) and his eight dimensions of distance learning. These dimensions fully integrate the role of technology in enabling less didactic and more scaffolding-based or individualized plans and approaches to distance education (Khan, 2003). The integration of pedagogical strategies on the part of instructors with assessment of the extent of autonomy...
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