| The present study was designed to explore key cultural, social, economic, and technological configurations of distance education and the Distance Education University as it was established under the Shah in 1973, and as reorganized after the Islamic Revolution, in 1987. It explored particularly the objectives, structures and effects of this institution of distance education as viewed by faculty members, students, and administrators. The study assessed prominent forces that normally reflect upon the status and effectiveness of educational institutions in meeting declared missions and stated objectives. The problem of the present investigation was to study distance education in Iran, particularly the educational needs of the country and ways those needs have been addressed through distance education systems in general.;Procedures for this investigation involved a combination of library research and personal interviews and observations. Data were gathered from official documents of the Ministry of Cultural and Higher Education of Iran and from libraries located in various cities in Iran. Interviews were likewise conducted with key administrators, faculty members, and students associated with distance education throughout Iran.;Early in the investigation it became evident that Iran is a complex nation as far as postsecondary education is concerned. It was also clear that many attempts have been undertaken to address educational needs of the country. In the pre-revolutionary period there had been various development plans put forth and elaborate designs to define and implement programs that would address the needs of the country. In the post-revolutionary era there were marked changes in the direction that the educational system took. It became apparent that the final answer had not been found and the country continued its effort to ultimately answer questions and find solutions to its educational needs. It was observed early on that this nation was rich in potential to benefit from a well defined and well focused educational model. The question of conventional instruction versus distance education continued to be unanswered.;There are several factors that weigh heavily on educational developments in Iran. These include geographic, demographic, economic, religious and political forces. The present investigation observed a profound interaction between these forces and their influences on distance education. Thus, any future developments of distance education in Iran will likely be based on needs in these areas. |
