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On October 4, 1914, The Norwegian Correspondence School (NKS) accepted its first student, a woman, who, for a fee of NOK 10, registered for two courses (Amdam and Bjarnar, 1989). Seventy-five years later, distance education has become an important part of Norwegian higher education. However, there are several reasons why distance teaching did not gain acceptance in Norwegian higher education earlier. One of is the well-known skepticism of distance teaching as a strategy, the other was the adoption of other modes of making higher education accessible to more people, such as offering part-time studies and de-centralized study programmes in locations without higher education institutions. In Norway, because geography has been more of an obstacle than social class, might help explain the greater focus on building traditional education institutions during this period (Stokken 1999).

Out of the Shadow and Into the Spotlight: The Development of Distance Teaching in Norwegian Higher Education