who lead by getting things done.

The potential educational benefits of fusing computer and telecommunications tech-nology for distance education, perceived by a few leaders in the 1980s, increasingly are being exploited by entrepreneurial schools and universities, both traditional and for-profit. Some view this as a major transformation of higher education; others see it as a more gradual reform (International Business Machines [IBM] 1997; Starr 1996). In this article, we explore the response of planning degree programs. First, we look briefly at the history and relevant literature. Distance Education: Revolution or Evolution? Distance education can be defined as any approach to the delivery of education that replaces the same-time, face-to-face environment of the traditional classroom. To reflect the application of communication technology in distance learning, the defini-tion of distance education has expanded in recent years. Moore and Kearsley (1996) define distance education as planned learning that normally occurs in a different place from teaching and as a result requires special techniques of course design, special instructional techniques, special methods of communication by electronic and other technology, as well as special organi-zational and administrative arrangements. (P. 2) Building on the definition provided by Moore and Kearsley (1996), we define dis-tance education as a process of teaching and learning that relies on (1) a mode of delivery that is available anytime and anywhere to suit the needs of individual students, (2) selec-tive use of communication tools to facilitate self-learning as well as group learnin