Prior research on distance education has primarily been concerned with the effectiveness of distance education programs. Although the effectiveness of distance education is increasingly being demonstrated, it remains to a large extent in the margins of higher education. This study examines distance education policy formation and the values and issues that influence the key participants in the process.

The findings suggest that the values held by those involved in the policymaking process influence both the process and the product. The study further indicates that participants are additionally influenced by their own experiences with distance education or instructional technology and their institutional perspectives. Although the policy framework for distance education in some respects was deemed inadequate, the findings also suggest that key participants recognize and accept that the inadequacy results from the rapid pace of the technological change that has outpaced policy solutions.

An analysis of the policy formation process of the Oklahoma State Regents for Higher Education "Policies and Procedures Pertaining to the Electronic Delivery of Courses and Programs" is presented. As the first state system policy dealing strictly with electronic media and distance education in Oklahoma, it was developed with a great deal of attention and interest from the higher education community. Given the importance of state policy in implementing distance education programs, this study provides an understanding of the context, values, and issues that influence the policy formation process.

Four themes emerged from the data, with another overarching theme that formed a common thread to the four. The overarching theme was a sense of impermanence, uncertainty, and confusion. The remaining four themes were a movement to distance education, a movement to open market competition, a movement to institutional independence, and a movement to new collaborative relationships.

This research employed a single case study research design using qualitative data. Drawing on theory from organizational behavior, the policy sciences, and higher education, the study used data from participant observation, document analysis, and semi-structured interviews with key participants.