For instance, online students are generally older and their life experiences make them autonomous, self-directed, and goal- and relevancy-oriented (Dortch, 2003; Diaz, 2002; Dubois, 1996). Thus, these are the types of continuing education students that traditional educational institutions have always served. In summary, Saba's analysis is flawed. Traditional educational institutions have and will continue to respond to changes in market needs. Currently, the demand for distance education is fueled by many factors, with student autonomy representing one of these benefits that plays best to students who continuing their education.

Bibliography

Diaz, D.P. (2002, May/June). Online Drop Rates Revisited. The Technology Source. http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Dortch,...

(2003, April 13-15) "How to get learners to learn." Distance Education and Training Council: Report on the DETC 77th Annual Conference. http://www.westga.edu/~distance/ojdla/fall63/howell63.html
Dubois, J.R. (1996) Going the distance: A national distance learning initiative. Adult Learning. 8(1): 19-21. http://www.westga.edu/~distance/ojdla/fall63/howell63.html

Phillips, V. (1998, November 23). Re: Some online learning trends-stats? E-mail to Distance Education Online Symposium. http://technologysource.org/article/role_of_the_traditional_research_university_in_the_face_of_the_distance_education_onslaught/

What's behind the Explosive Growth in Distance Learning Education? Distance Learning College Guide. http://www.distance-learning-college-guide.com/distance-learning-education.html