Introduction
This article analyses a semi-structured group interview with a small group of newly enrolled students at NKI Distance Education.

NKI has for more than ten years researched and developed distance education based on computer mediated communication (see e. g. Paulsen 1992, Paulsen & Rekkedal 1990, Paulsen & Rekkedal 1996, Rekkedal & Paulsen 1997). This interview was carried out as a pilot study before carrying out a more extensive postal questionnaire on barriers towards participation in distance studies, with emphasis on barriers towards learning on the Internet and World Wide Web (WWW). While training institutions, training associations and public bodies nationally and internationally look upon the new technologies as powerful means for attracting new and larger groups of learners, institutions such as NKI, experience that the number of students who take advantage of the new possibilities for learning are not growing as fast as could be expected. According to our experience, this might partly be due to some negative attitudes towards, or lack of knowledge about, distance education in general. According to a recent survey among trainers in Norwegian business and industry, (Rekkedal & Carlsen 1998) lack of information and knowledge seems to be more important than scepticism towards distance education. Some of our early research indicated also that many students actually found advantages in traditional distance education methods when compared to courses based on computer mediated communication (Rekkedal 1990). E. g. At an early stage NKI courses and programmes applying computer mediated communication demanded fixed starting dates and paced progression, a fact which obviously caused many potential students to choose the more flexible correspondence study method. This made NKI Distance Education change to flexible solutions for most programmes now offered on the Internet.

Background to the study and selection of interviewees
In autumn 1998 NKI Distance Education offers approximately 70 different distance study programmes and more than 350 courses, which can be taken separately or as part of a programme. Most of these programmes and courses are based on traditional technologies, print and two-way communication by ordinary mail, although some courses include audio, video and computer software. Communication via telephone between tutor and student is common and many courses and programmes include seminars, laboratories or local classes.

Approximately 10 study programmes (equivalent to one year or half year of full time studies) and 50 different single courses are offered on the Internet.

Some few programmes can be taken either by the traditional distance education/correspondence method or on the Internet. Thus, we decided to invite a number of students who had enrolled for the "correspondence study" alternative of one of three study programmes offered both as correspondence study and Internet study. The three programmes were:

Research questions
The main objective of the group interview was to explore reasons for learners choosing a "traditional" method of distance education based on "correspondence study" rather than choosing learning on the Internet and WWW when having a choice.

Our working hypothesis was that possible barriers towards learning on the Internet and WWW could be:

• Lack of access to computers and/or the Internet
• Lack of computer knowledge, knowledge of the Internet and/or practice in computer usage
• Anxiety towards computers or technology in general

Selection of interviewees
As the group interview mainly was a pilot study, for practical and economical reasons we decided to invite a number of recently enrolled students living in the Oslo area to come to the NKI main offices for a group conversation. The interviewees were offered a small remuneration for their time and travel expenses. We received a positive reply of willingness to take part at one specific afternoon from 11 students. These 11 students had enrolled as correspondence students in one of three college level study programmes that were offered also on the Internet. Actually only 6 of the 11 students turned up to the meeting.

Procedures and possible generalisations
The interview was carried out as a relatively informal conversation, which was structured through a number of pre-planned questions. All the participants accepted that the conversation be taped. The tape was not typed out in complete form. This report is an analysis of content and an attempt to systemise the main impressions of the students’ views, including large parts of direct citations of the content on the audiocassette.

The qualitative data from the group interview gives a relatively concise impression of reflections, experiences and behaviour of a small group of people and may constitute a good basis for further development of assumptions and hypotheses. On the other hand the interview gives no foundation for generalisations or reasons for supposing the views to be representative for other students starting distance studies based on correspondence study methods during the same or other time periods.

We should also note that the participants were aware that we were interested in discussing questions related to studies on the Internet. This fact may have caused a selective dropping out by the 5 students who did not turn up.

We emphasised that the interviewees should express themselves openly in connection with the questions raised and on all other matters that could be of interest, and also comment and build on the viewpoints of the other participants.

The advantage of the group interview method is that we can get viewpoints from several persons in an efficient way, and that the participants, through their individual contributions, stimulate discussion and reflections of their own thoughts and experiences. On the other hand, they may influence each other to expand on and agree on viewpoints that perhaps have not been of great importance to them.

Summary and main conclusions
Personal data
The participants, 4 women and two men, were relatively young; five of the 6 interviewees were 30 years or younger. Three were working full-time, one was at present on leave at home with a newly born child, one working at home and for the time being occupied with renovating the house (a small farm) and working part time, while one was unemployed.

Three of the interviewees (two women and one of the men) had broad experience in both the use of PCs and the Internet. In addition, the two other women (studying psychology and economy) used or had used PC and Internet at work. They had found information about NKI and the study programmes on the Internet and ordered the course catalogue from the NKI Internet pages. The psychology student also had both PC and the Internet at home. All interviewees had access to a PC and the Internet – one only at work.

Choice of study programme
All the interviewees except one had decided which programme to study before making contact with NKI (or searching the Internet). One had been very systematic in searching (not on the Internet) and had phoned and asked for information from all available institutions in the Oslo area. She stressed clearly that only NKI turned out to be an actual solution because of flexibility and adaptation to the student’s needs. All seemed to agree that NKI was chosen because of the form (distance learning), with emphasis on adaptation to individual needs for flexibility and freedom.

The prospective phase and enrolling process
As all except one knew exactly which programme they wished to study, the choice had been very simple. They were critical to the fact that not all necessary information they needed before enrolment could be found on the NKI web pages. They were also to some extent critical to the procedures of NKI supplying only the complete catalogue, and not the specific handbook for the chosen study programme in the first dispatch of information material.

They seemed to agree that they had not received enough information about what characterises teaching and learning on the Internet and what it demands from the student and his or her computer, computer access and software. This critique seemed to account for the main reason for not enrolling for Internet studies, but preferring the more known and "safe" alternative of correspondence study.

Access to PC and use of PC and the Internet
All interviewees had access both to a PC and to the Internet. One did not have PC at enrolment, but because of enrolling (to Information Technology Programme) had immediately obtained PC and Internet access. All the others pointed out that they were experienced users of PCs and the Internet. Only two did not have a PC at home, one because, as she said, she is "always" at work and also studies at work. The other meant that PC at home is a necessary condition for learning on the Internet – because she could not study during working hours and that she did not want to stay at work late to use the PC for study work.

Why choose correspondence study?
The impression from the group interview is that the following reasons for choosing correspondence study rather than Internet studies were important:

• One interviewee had a PC only at work and that meant access to Internet from home was an important condition for Internet based learning
• Not guaranteed access to Internet (or PC) at the moment of enrolment. One did not have direct Internet access from his/her own PC while two did not have access to a PC or the Internet at the time of enrolment
• NKI’s information about what Internet based studies really offers, and what it demands from the participant and his or her equipment, is not sufficiently clear.
• They also mentioned that they though that constructing assignment answers on the PC perhaps could involve extra work and that Internet studies including e. g. group interaction, could reduce flexibility and make individual progression more difficult.

They found it easier to understand what distance education based on correspondence study (with emphasis on printed material and communication by ordinary mail) actually demanded from them, and they assumed that they could change to Internet based studies later on.

Expectations of Internet based distance education
As mentioned, the students were uncertain about what Internet studies really were. They seemed to have varying views of what it would mean to study on the Internet, and on what Internet studies actually should look like. All the participants emphasise flexibility and agree that any restrictions in flexibility would make Internet study less attractive.

On the other hand they seemed to expect that studying on the Internet should include some kind of direct real time communication, and that search and application of on line content from different sources would be part of the course, as well as some in line computer based learning, such as programmed learning, test batteries and games. One of the participants stressed that she would prefer that Internet study, except for the technology used, would be as similar to correspondence study as possible.

They would not expect that Internet based courses would give them any form of technological difficulties, thus it did not seem that any form of anxiety of encountering technical problems had been a barrier for these students when not choosing Internet studies.

Views on NKI home pages
The participants seemed to agree that when an institution such as NKI Distance Education applies the Internet for distributing information, all information necessary for deciding to enrol ought to be easily available on the web pages. They used the Internet as an important channel for obtaining information, and some of them had used the net in connection with searching for actual study programmes. Even though they also wanted to be able to receive paper-based information (for instance the course catalogue) sent to them by mail; they stressed that this should not have been a necessity because information on the Internet was incomplete.

One of the participants pointed out that for people like herself, who worked a lot at a computer screen, it is not necessarily an advantage also to read everything on the screen. Personally she preferred to receive paper based information and also that such information for most people was easier to use than clicking and searching on web pages.

Personal data
Six students met for the group interview. The table below gives an overview of some background variables according to information given during the meeting:

Participant No 1 works as secretary/office support. She uses PC with access to the Internet at work. She does not have PC at home. She pays her studies herself.

Participant No 2 works as a computer operator. According to her own words, she is "always at work". She did not have a PC at home, and had no use for a PC at home, as she was always at work. Her employer pays the courses, and she had good opportunities for studying at work.

Participant No 3 was at present working at home; working part time once a week in a leisure time club. She lived on a small farm. She looked on herself as a part time student, as work connected with renovating the farm took a lot of time. She has a PC with Internet connection at home. The computer at home had been purchased after enrolment.

Participant No 4 was at present at home on maternity leave. She did some work from home and planned to go back to work in a short time. Her employer paid for the studies. She has a PC with Internet connection both at home and at work. She also expected to get some time to work on the course after taking up work again. The main reason for taking the course was to "formalise and certify competence that she, to a large degree, was meant to have acquired through work experience and informal training".

Participant No 5 worked in a small company for technical sales/marketing. He explained that he mainly was motivated through sheer interest for learning, and stated clearly that he was of the opinion that one always should be involved in some kind of learning for personal development. He had a vague plan of acquiring an MBA at some time. He uses and has access to a PC and the Internet both at home and at work. He pays for the studies himself. Concerning motivation he also said that he considered it important for maintaining motivation that he actually paid for the courses. He had experienced that it was easier to drop out from courses that were free of charge or paid by others (!).

Participant No 6 was an immigrant/refugee. He had lived in Norway for 5 years. He had learned Norwegian quite well and had completed his student exam in Norway. He was still unemployed. He had found information about NKI in a catalogue at the local library and immediately found that the Information Technology Programme was specifically interesting for him. He had purchased a PC and had access to the Internet after enrolling for the course. While the other informants had started the courses during the least 2 months autumn 1998, he had been enrolled for about 6 months.

Transcript of the audio tape of the group interview
The following is a transcript of the audiocassette recording of the group interview. The transcript is not fully complete, but consists of a systematisation of the main viewpoints expressed by the interviewees based on questions planned by the interviewers. To some extent the expressions are presented just as they were put forward and translated into English.

Contacting NKI - reasons for choice of study
Participant No 1: I was just "surfing" on the Internet because I thought I should try to study beside work. I found NKI, ordered the catalogue. Read in the catalogue, found the Programme in economics, and sent in the enrolment form without much hesitation. My motive was mainly to have something meaningful to do – and to get some more education

Participant No 2: I am working with computers, but have no formal computer education whatsoever. I have learned what I can at work by being curious. I found that it was time to formalise what I really know. My superior is, in fact, taking the final semester of the same study programme at the Polytechnic College (NKI Face-to-face) as part time evening studies. She knew that the programme was just what I needed. My employer pays for the studies, and I study at work because I have to be at work "day and night" to be present if something happens.

I enrolled as a "correspondence student" as I did not have access to the Internet from my own PC at work at the time of enrolment. I might change study form later Take for granted that changing to Internet studies is possible, (which is a correct assumption). It is, of course, much easier for me, as I write everything on the PC and have to write it out to send it. Then e-mail is much more convenient. However, I just had to be certain that I had continuous access to the Internet. I did not think I could run next door to send messages.

Participant No 3: I work as an assistant in a leisure time club one day a week. I wish to continue working in similar areas in the future. I just thought Psychology studies would be a good start. I found the programme on the Internet. I remember I had been on NKI’s pages on the Internet. At that time I had access to the Internet at work.

Participant No 4: I phoned every college and university in the Oslo area to see what they could offer. To formalise my competencies acquired at the job is important for me. I work with computers, and have done that for the last 4 years as computer operator. Before that I worked for 6 years as secretary, and I have lived and studied in the USA.

I found that NKI was the only institution, which could give me the freedom not to meet for classes every week. All the other institutions, except for the University of Oslo, require that you come to classes every week. At the University the actual times for classes are very unsuitable for me. Lectures in the afternoon at half five just do not fit when you have a job and children to take care of – even though I will only be working half time when I start working again. Formalising my competence is necessary – both for salary reasons and for further development. My employer pays for the studies. I was even visited by a sales representative for another private institution, but they could not offer what I was searching for. I want formal credits that can be used for building up a bachelor’s degree.

Participant No 5: I am a graduate engineer – and would perhaps plan for an MBA in the long run. As I have completed some of the subjects in the Economics programme as part of my previous studies, which gives exemptions, it is quite easy to qualify for the "Bedriftsøkonom" title. A possible Master’s degree may take a long time, but I believe in learning continuously. I also find the studies very interesting although motivating oneself for studying in the evenings is difficult. I pay for my studies myself. The fact that I have to pay out of my own pocket is a good way for building up and retaining motivation.

Participant No 6: Had been in Norway for 5 years. He had learnt Norwegian and completed the student examination through adult education. He had enrolled for the Information Technology Programme 5 months ago. – "I was delayed in the beginning, about 2 months, to get money to purchase a PC, then I started. I have applied for study loans from the state, but do not receive any other kind of support."

The process of enrolling – how long did it take?
Participant No 1: I was surfing on the net. I received the catalogue and brought it with me for two weeks on holidays. When I came back, I returned the study contract.

Participant No 2: Before summer I thought of moving abroad. After deciding to stay in Norway, I ordered the catalogue via the Internet. A long time passed, so I phoned to remind. (NKI had some problems with the mail server and lost some mail for a couple of days in August 1998) When I at last received the catalogue, I was busy, so it took some time to send the enrolment form. It was easy for me to decide, but you took too long to send the information.

Participant No 3: I phoned to get the catalogue. I received it after a few days. Then after 3 days I sent the contract and received the material nearly immediately.

Participant No 4: First I phoned to get the catalogue. Then I received a very nice and friendly letter, where NKI asked permission to contact me. Then a lady called me; I do not remember the name, but she was very nice, and she informed about the Information Technology Programme. Then you sent me the catalogue a second time (?). Then after evaluating the different offers from different institutions, I enrolled. My problem was to decide whether to start study during the maternity leave or wait. When I decided to start, I returned the contract and received the study material. It was very efficient.

What I miss, which I got very little information about, was about how to study electronically. The catalogue mentioned that the programme could be studied on the Internet. However, I did not find enough information, for instance about the time aspect, flexibility and study progression. I got the impression that the Internet studies demanded a semester based structure. (Probably this student has received the catalogue before May 1^st 1998, as the Information Technology Programme was organised with fixed starting dates and progression plan until recently, and has not received information about the change to a more flexible organisation.) From the information I did not understand whether courses could be continued for the next semester. The catalogue also said that one could combine Internet study and correspondence study – I also miss information about that. Thus, I chose correspondence study just because I did not feel that I had the information I needed. (Others backed up this problem.)

Participant No 5: I had decided to take the Economics Programme before taking contact with NKI. First, I phoned to get the catalogue. When I received it, the specific handbook on the actual study programme was not enclosed. I believe I phoned 3-4 times before getting the handbook on the Economics Programme. If I had had any doubt of what I wished to study, I had not bothered following up my requests. When I at last received the handbook, I enrolled immediately, and received the study material very quickly.

Participant No 6: I read the NKI catalogue at the local library and found that the Information Technology Programme was of interest to me. I applied right away and received a positive reply after a couple of days. I filled in and sent the contract at once.

Access to a PC and use of a PC
Participant No 1. I have a PC at work with Internet access. However, I cannot study at work, that is something I do at home.

Participant No 2: I have a PC and Internet at work. I am at work and study at work in the evenings. I have a computer at home also, and have had the Internet at home until recently. But am never at home so I cancelled my subscription. I study at work, where I have a better computer, larger screen and everything goes much faster.

Participant No 3: When I was working, I had a PC and Internet at work. At present, I have a PC and Internet also at home, but I do not use Internet a lot. I use mail, of course, but I am not surfing much on the net.

Participant No 4: I have my office at home for the time being, and I have Internet connection both at work and at home. Access to everything you can imagine. I always use the PC when writing, no doubt, it is much easier and quicker. However, in connection with study work, it depends on what kind of assignments that you are supposed to answer. As far as I could see from the handbook, you are expected to make diagrams and similar things – then it is quite possible that I would prefer a ruler.

Participant No 5: I have Mac-network at work and PC at home, and I have Internet access both at work and at home. I use a PC and different software a lot. I write exclusively on PC, "never" by hand – it’s much quicker using the keyboard than writing by hand.

Participant No 6: I have purchased a PC and I work mainly on the PC for my studies. I have also access to the Internet.

Why choose correspondence based distance learning?
All the interviewees confirm that they had understood that they had the option of choosing to take the courses on the Internet.

The discussion started with the statement from participant No 4 that the information about Internet based distance learning was ambiguous and incomplete.

Participant No 3: When I read about the Psychology Programme, I saw that NKI offered both possibilities, but I thought the information about Internet studies was unclear – so I chose correspondence study. I would like to know more about it, because I do not like writing all the answers by hand. (The study materials in Psychology include student workbooks with prepared sheets for answers, and the student has obviously understood that this required answers to be written by hand on the pre-produced sheets of papers.) Consequently, I have planned to take contact to get more information. It was just too much to consider. (She also pointed to the fact that she had not a PC at home at the time of enrolment.). I wrote in the letter accompanying the study contract that I planned to buy a PC.

Participant No 1 also understood that she could choose between the two forms of study. But I did not consider Internet studies, I only thought of taking correspondence studies. I just did not want to struggle with a PC when I knew that the studies easily could be completed by correspondence study. I would probably at least consider Internet studies if I had a PC at home.

Participant No 2: I did think of taking the courses on the Internet. Actually, I would have preferred that, however it was just that I was not sure at that time that I would get Internet access on my own PC right away. I was also watching NKI’s web pages. But for no reason, I was just "thrown out", and then there is the natural laziness, I just did not bother to struggle with it. So I enrolled for correspondence study to get started and thought that it is certainly possible to change later. Perhaps I was just unlucky, perhaps all information was available on the web pages, just that I did not happen to read it?

Participant No 2 also point to that she did not receive answer or confirmation from a "real person" that she had ordered the catalogue by e-mail and how long she could expect to wait. As she said – "this is a new area, I do not know how professional NKI is in using the new technologies. I do not know how often the e-mail is read. It is felt safer to send an ordinary letter. It might well be that NKI’s Internet studies are top of the top, but when you are thrown out and e-mail is not immediately replied to, you may wonder how far have you really come in applying Internet? Perhaps you only have the homepage and e-mail….?

Participant No 5: The catalogue says very little about how the Internet courses are organised, and which facilities are included. I would like to see interactive programmes where you do exercises and answer multiple-choice questions and receive immediate feedback. Is it like that – or is it only blank sheets to fill in?

You really do not know what you go into if you choose study on the Internet. When you choose correspondence study – you know that a correspondence course is a correspondence course. A course on the Internet – is it a "correspondence course" on the computer or is it really something else? For instance, is it interactive? The catalogue did not say, I believe, so I do not know. To phone somebody at NKI to ask is simple enough, however, as NKI has not said anything about how Internet studies are designed, I would reckon that it is just a blueprint of the correspondence course, just that you apply via a computer. I do not know whether that implies any advantage. I chose correspondence study because I did not know what Internet studies would be.

It might be disadvantageous, for instance, if you are making calculations and graphical illustrations. Everybody knows how easy it is to use spreadsheets, however, if you are supposed to combine with word processors and everything, it takes time. And time is precious!

Participant No 4 (comment): He said that if the Internet studies was a blueprint of the correspondence course, he would not bother taking the Internet alternative. But that is what I would have done! If I had been certain that the Internet alternative was a blueprint, it would have been a great advantage. I was frightened because I got the impression that the Internet courses were arranged on a semester basis, where you had to complete the courses in a given time during one semester. I just got a feeling of stress. I got a feeling that I had only half a year to complete the individual courses – and found that does not work for me.

The catalogue also said that one could combine different forms of study, part time classes, correspondence and Internet studies, but I did not understand how. It is easy for NKI to say that if there is anything you wish to know more about, you can contact an information consultant or counsellor, but when you have to decide there are so many things which are interdependent, that you have to take a decision there and then. Of course, you choose what you feel that you know about, and I chose correspondence study. I thought that I could change later. It might, of course, be that you never change, at least not before you have completed the module that you have started to study.

Participant No 3: (Psychology): As far as I remember, I understood the information that Internet study was close to a blueprint of the correspondence courses, plus that you could communicate with other students. Then I wondered, what about the other students, do you communicate with the same fellow students all the time, do you have to follow their pace of study? That was not clear. What should we communicate about? I was also uncertain how much space the software mentioned in connection with the Internet studies would occupy within the computer.

Participant No 4: Fellow students might be fine, however, we have different conditions of life. Just look at us 6 here, one may study every day at work, for me it is mainly Saturdays from 2 till 5 that I can study in peace – that is just a different kind of life.

Participant No 2: In principle I imagined that Internet studies would be mainly similar to correspondence studies, however, considering all the facilities on the Internet, I would believe that there was something additional. To me, fellow students have both positive and negative implications. It is quite OK to talk to people and mail them. I understand that one could accept that e-mail address was given to others. For me, according to experiences at the university and participated in discussion groups etc., there is no doubt that it might be useful. On the other hand as fixed meeting times is impossible it is a major factor of stress. I am very dependent on working at my own times, late in evenings or Sunday morning or whenever I have spare time for study.

What do the students see as important characteristics of Internet studies?
Participant No 2: The whole idea of Internet studies, in my opinion, must be that there is additional information that is more information than in the textbooks. You read the books anyway. I would never trust information only available on the Internet – you must read the books. There must be some incentives to attract you to the net pages; e-mail is OK, but that is not what I would believe Internet study is all about..

Participant No 4: What is important for me is asking questions to the lecturer. Also that there is a database of subject matter, for instance like "printed lectures" similar to lectures at the university, which you can follow up with questions. That would be the most helpful additional facilities for me. Talking to fellow students, I question; you do not even now how far they have come in their studies.

Participant No 5: In my view, if Internet studies mainly involve e-mail communication with fellow students, the school and the teachers, it has little to do with real learning on the Internet. For me, that includes much more, such as databases and much else. What I would have liked was more learning games and programmed learning, as for children, with clicking and pointing and instant feedback of what is right and what is wrong. Then you would learn very fast, I believe (nodding agreement from other participants).

Technical difficulties
It seemed that none of the interviewees had thought much about possible technical difficulties of Internet studies. It was mainly reflections of possible difficulties concerning assignments with calculation, graphs, and sketches they had been worried about – not technical matters.

Would they have enrolled if they had no other choice than studying on the Internet?
On the absolute condition that they would retain freedom and flexibility, they agreed that they would have enrolled for Internet study if the option of correspondence study had not been available. All seemed to agree, with a possible question mark for Participant No 1 who did not have a PC at home.

Views on NKI’s Internet pages
The suitability of getting some information on the web pages and having to order the catalogue to receive the information in full:

Participant No 2: All relevant information should be on the Internet. It should be unnecessary to order information on paper via ordinary mail. I think both possibilities should be presented – as not everyone has access to the net. For NKI, which is building up a profile of being in the front line with Internet studies, it is serious that one has to wait a week to receive information in the post. As you have made up the Internet pages, it should be simple to present all relevant information there. Although, in my opinion, it should also be possible to receive the complete information package in the post, of course. It must be planned so that you can get all information on the Internet and/or everything on paper, but not as you do it, that some information is presented on the net and the rest on paper to be sent by post.

Participant No 3: It should be both. You should be able to find what you needed on the net. If you wish to take a quick decision, you should be able to do so from the information on the web pages. If you need time to reflect, it is also suitable to have information on paper to look through at your own convenience at home.

Participant No 4: I think I agree. I work in front of a computer screen all day. I do not like that everything has to be read on the screen. I prefer to have it sent to my home, clean and tidy and all information neatly organised in a booklet. I do not really like to click around to search for information. I would not be the best person to find the information. NKI is better do decide and present to me the information I need.

Participant No 5: The future and software developments will, of course, make this information easily available in one single document..

(Further, the interviewees praise NKI for the follow up of prospective students, and that letters and other contacts are professionally carried out. e.g. Participant No 5: "I think your follow up letters are professionally written and sent in a systematic order. It gives a very good impression. You are systematic and well organised." The others back up this statement.)

Bibliography
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Paulsen, M. F. & Rekkedal, T. (1996): Technology for Adult Learning in Norway Including a Case Study on the NKI Electronic College. In Adult Learning and Technology in OECD Countries.

Paulsen, M. F. & Rekkedal, T. (1990): The Electronic College. Selected Articles from the EKKO Project. Bekkestua: NKI/SEFU.

Rekkedal, T. (1990): Recruitment and Study Barriers in the Electronic College. In Paulsen, M. F. & Rekkedal, T. The Electronic College. Selected Articles from the EKKO Project. Bekkestua: NKI/SEFU.

Rekkedal, T. & Paulsen M. F. (1997): The Third Generation NKI Electronic College - A Survey on Student Experiences and Attitudes. NKI. (http://www.nettskolen.com/alle/forskning/33/evaluati.htm)

Rekkedal, T. & Carlsen, T. (1998): Fjernundervisning og kompetanseutvikling i mellomstore bedrifter - kartlegging av kunnskaper om og holdninger til fjernundervisning. Bekkestua, NKI. (http://www.nettskolen.nki.no/ekko/fag_art/36/be97_3.html)

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