Next Phase of Distant

 In the United States William Rainey Harper, first president of the University of Chicago, developed the concept of extended education, whereby the research university had satellite colleges of education in the wider community. In 1892 he also encouraged the concept of correspondence School courses to further promote In the United States William Rainey Harper, first president of the University of Chicago, developed the concept of extended education, whereby the research university had satellite colleges of education in the wider community. In 1892 he also encouraged the concept of correspondence School courses to further promote

education. An idea that was put into practice by Columbia University. Enrollment in the largest private for-profit school based in Scranton, Pennsylvania, the International Correspondence Schools grew explosively in the 1890s. Originally founded in 1888 to provide training for immigrant coal miners aiming to become state mine inspectors or foremen, it enrolled 2500 new students in 1894 and matriculated 72,000 new students in 1895. By 1906 total enrollments reached 900,000. The growth was due to sending out complete textbooks instead of single lessons, and the use of 1200 aggressive in-person salesmen. There was a stark contrast in pedagogy: 
Victoria in 1858, making the University of London the first university to offer distance learning degrees to students. Enrolment increased steadily during the late 19th century, and its example was widely copied elsewhere. This program is now known as the University of London International Program and includes Postgraduate, Undergraduate and Diploma degrees created by colleges such as the London School of Economics, Royal Holloway and Goldsmiths. Referred to as "People's University" by Charles Dickens because it provided access to higher education to students from less affluent backgrounds, the External Program was chartered by Queen.

Columbia University in 1890s

The regular technical school or college aims to educate a man broadly; our aim, on the contrary, is to educate him only along some particular line. The college demands that a student shall have certain educational qualifications to enter it, and that all

Columbia University now

students study for approximately the same length of time, and when they have finished their courses they are supposed to be qualified to enter any one of a number of branches in some particular profession. We, on the contrary, are aiming to make our courses fit the particular needs of the student who takes them.