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The recent surge in programme offerings at the postsecondary level has resulted in attention being paid to comparisons between the experiences of those academics who have carried out their roles in conventional environments and of those academics who are faculty members in distance education institutions (e.g., Athabasca University). There are those who argue that the two milieus differ significantly with respect to carrying out the typical roles and responsibilities of academics while the opposing view is that any disparities are minor and can be accommodated by straightforward adaptive strategies. Much of the debate about this issue has surfaced as a result of many universities and colleges moving to a dual-mode model and which has brought to the forefront the impact that this phenomenon has and will have on the professional lives of their academics.
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