1Wolcott, L.L. (1995). The distance teacher as reflective practitioner. Educational Technology, January/February Issue, 39-43. The Distance Teacher as Reflective Practitioner

providing and accessing instruction. For example, fiber-optics, satellite, and digital technologies facilitate electronic text transfer and video teleconferencing. Through Integrated Services Digital Network (ISDN), Telephone systems can be linked together to form networks capable of simultaneously carrying voice, data, and video transmissions. What years ago began as correspondence study has become as growth industry in higher education. Following the lead of institutions such as the University of Wisconsin-Madison and Oklahoma State University, distance education is in its ascendancy as a legitimate and widespread means of delivering and accessing postsecondary education (Willis, 1994). It is increasingly likely that a college professor will be responsible for teaching in a distance education program. This article considers distance teaching as an instance of professional practice which is similar to yet different enough from the norm to warrant considerable reflection on the part of the practitioner. It describes some of the challenges of distance teaching and learning, and provides a framework and practical suggestions for thinking about one's practice