Clearly, the impetus for technology development in higher education and the expansion of distance education are present in both the higher education community and other entities interested in using technology to develop new kinds of institutions and services. It is very important for OPE to track trends in these areas and, where appropriate, to participate in discussions about these developments, particularly those relating to the quality and integrity of such efforts.

The U.S. Department of Education has a leadership role in policy matters with respect to the growth of distance education and technology. As a participant in one of the listening sessions phrased it, "The Department of Education has an important role in determining the parameters that will govern the directions distance education will take in the United States." Just as technology poses challenges to the higher education community to adopt new approaches to quality assurance, it challenges us to provide policy leadership that will result in more enlightened regulation of student aid that recognizes the legitimacy of the growing diversity in types of institutions and methods of delivering education.

In that context, OPE should consider the following steps:

1. OPE should develop proposals for changes to those Title IV Student Financial Assistance Program requirements that now limit student financial assistance to distance education students.

2. OPE should convene discussions of policy matters at the federal and state levels of government with institutions, other postsecondary education providers, and accrediting agencies.

3. OPE should initiate discussions related to expanding opportunities for distance education and exchanges using technology internationally.

4. OPE should encourage approaches to quality assurance in distance education that include a strong focus on outcomes and competencies as measures of quality.

5. OPE should provide information that will assist consumers in locating providers that offer distance education courses and programs that meet standards of acceptable quality.

6. OPE should use program resources to assist institutions in developing technical capability.

7. OPE should support experimentation with promising new models of educational practice that promote access, meet new needs for education and training, and improve quality.

8. OPE should collect and disseminate best practices utilizing a variety of methods. These should include written materials, but should expand to include networks that allow practitioners to engage in discussions online, and at meetings and conferences.