The effects of Canada's vast landmass and relatively sparse population on many aspects of life in.
this country have been well documented through the years. Communication with and transportation to.
many remote parts of Canada was not easily achieved. This was especially the case in the far north, in.
small, outport communities in places such as Nova Scotia and Newfoundland as well as communities.
located on the Prairies in provinces such as Manitoba and Saskatchewan. However, information and.
education were needed in even the most remote village in Canada. People who were taken advantage of.
because they could not read or perform simple mathematics, those who were ignorant of the opportunities.
available for a better life and those who remained in a state of isolation physically and mentally would.
remain so unless someone brought education to them. Adult education in Canada has always been.
challenged by distance and regionalism as has many other aspects of Canadian life. But, unlike many other.
aspects, it has been altered and fashioned to accommodate the needs of the people and to respond to the.
ever changing "modern technology."" The discussion that follows will attempt to describe the way in which.
distance education has changed and evolved in Canada over the years. These changes were necessary in.
order to better serve the people who take advantage of it and to overcome the obstacle of isolation and.
remote location that has been a characteristic of Canadian living since this great country was founded.
Adult education imparted through distance education in Canada has gone through many stages.
throughout its history. These stages can be broken down into four phases (Daniel, 1996, ¶ 1):.
1. Correspondence education through the use of the postal service.
2. Open universities via mass media, i.e., television and radio.
3. Personal media (Personal computer and VCR).
4. Knowledge media (Computer, Internet and telecommunications).