随着远程教育包括许多不同的学习环境的历史，我们需要找到一个定义，适合于所有的情况。已经有许多定义放在现代文学向前发展。格林伯格（1998）定义为“现代远程学习计划的教学/学习经验，运用各种技术手段在距离达到学习的目的是鼓励学习的“学习者的交互和认证。Ateaster和Blieszner（1999）说“长期的远程学习已经被应用到许多教学方法：然而，其主要区别是，教师和学习者都是独立的空间和可能的时间”。Desmond Keegan（1995）提出最彻底的定义。他说，远程教育和培训的结果，从教师和学生使学生从旅游“固定场所的必要技术分离，在一个固定的时间，以满足一个固定的人，为了训练”。从这些定义中我们可以看到，学生和老师分隔空间，但不一定时间。这将包括压缩视频，这是实时交付。如前所述，这类视频直播教学是当今远程教育增长最快的手段。Â因为这样，大部分的讨论将致力于这项技术的前景和问题。
澳洲中央昆士兰论文代写:远程教育和培训
With the history of distance learning encompassing so many different learning environments, we need to find a definition that fits in all situations. There have been many definitions put forward in modern literature. Greenberg (1998) defines contemporary distance learning as “a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning”. Teaster and Blieszner (1999) say “the term distance learning has been applied to many instructional methods: however, its primary distinction is that the teacher and the learner are separated in space and possibly time”. Desmond Keegan (1995) gives the most thorough definition. He says that distance education and training result from the technological separation of teacher and learner which frees the student from the necessity of traveling to “a fixed place, at a fixed time, to meet a fixed person, in order to be trained”. From these definitions, we can see that the student and teacher are separated by space, but not necessarily by time. This would include compressed video, which is delivered in real time. As stated earlier, this type of live video instruction is the fastest growing means of distance learning today. Because of this, much of the discussion here will be dedicated to the promises and problems of this technology.