Grill, J. (1999). Access to learning: Rethinking the promise of distance education. Adult Learning 10 (4), 32-33.

This article examines the gap between the promises of technology in education and the reality that exists in our society today. The value of distance education in terms of enhancing employment is an established fact. Access to education is one of the greatest attractions of distance learning, touted by some as a panacea for many of the problems facing education today. There are, however, challenges in providing equal access to all, even when it comes to distance education.

The typical American distance learner displays the following characteristics:

• Most are adults aged 25-50.
• Most participate in a distance learning course voluntarily.
• Most have already acquired some degree of formal education.
• The more experience the learner has with formal education, the better his/her chances are of completing a distance learning course.
• Distance learners tend to be more self-directed than traditional learners.
• Most take learning seriously.
• Most are white, middle class adults.

• The most successful distance students are those who most educators would term "good students."

It is evident, therefore, that distance learning is providing increased access to the very people who have always had such access to educational opportunities. Such access must be broadened across socio-economic strata

The author suggests that a well-planned distance learning course can overcome many barriers to learning. In addition, distance educators must focus on what needs to be learned, not just on technology itself. Pointing out that the most suitable delivery system may not necessarily be "high-tech," the author encourages educators to think of ways to provide at-risk adults with access to distance learning. This can be accomplished by including elements that are affordable. Government initiatives in conjunction with community collaboration can contribute financially to this endeavor. To ignore these obvious inequities will have a detrimental effect for all.

I agree with the premise that this author espouses. In some ways, distance education is providing more for those who already have much. Technology is expensive, and most distance learners that I know personally are equally able to access on-site education. While this may not be true for distance learners in general, there definitely is paucity in terms of programs that meet the needs of the economically disadvantaged. Government grants and community efforts to provide adequate technology for those who cannot afford it themselves may help to narrow that gap. After all, if the city of Paris is dedicated to providing Internet access to all of its residents, why should not the same opportunities prevail in the United States?  It is imperative that educators move toward this endeavor if distance learning is to reap the benefits it potentially holds.