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Abstract

Changes in student demographics, increased institutional costs and technological advances have increased interest in and use of technology mediated distance education in higher education. This paper develops a model of strategy development and education value and then tests the effect of three internal factors (institution type, size and location) on technology mediated distance education strategy classification. The null hypothesis of no effect of internal factors on strategy classification was tested using PEQIS publicly available data set through the use of ordinal regression. Implications for policy and practice, and for further theory development are future research are discussed.

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