Distance education as usually applied and thus described in the preceding chapters is aimed at individual students in developed parts of the world who are mainly working in the privacy of their homes, in libraries, or in rooms made available in clubs or places of work. However, there are other types of application of distance education: those in which students are continuously supported by advisers to tutors present with them for much of the time of the learning, and those where students work under primitive conditions. Some applications of special interest will be discussed here.
Supervised distance study occurs in schools in sparsely inhabited areas or where there is a lack of qualified teachers. Usually one teacher/supervisor looks after a number of young people undertaking distance study of various subjects at varying levels. Supervised distance study also occurs as entirely individual study when isolated children are taught by distance methods at home, usually with one of the parents as supervisor. Most supervised distance study of the former kind is concerned with secondary education; Australia in particular has much experience of primary distance education of isolated children.
What has been said above about methods and media is largely applicable to supervised distance education. Although the term 'supervised correspondence study' may still be more common than 'supervised distance study', written communication seems to be less dominant here than in other types of distance education. This is mostly because of the face-to-face support inherent