Abstract
The genesis, initiation, and expansion of distance education at the Ukraine Open International University for Human Development, located in Kyiv, will be examined in this case study, starting with a brief look at the positive changes taking place in Ukraine's traditional educational system, as well as recent developments in the country's distance education (DE) system. To help readers understand the University's development from an insider's perspective, societal factors that currently influence its inter- and extra-institutional environment will also be examined. Next, the history, organizational structure, institutional activities, and background of the Ukraine Open International University for Human Development, along with the reasons driving the University's dual mode activities - both traditional and distance education - will be briefly analyzed. Included in this analysis is a summary of the challenges surrounding the application of both traditional and distance education models.
 
 The author concludes his case study by reflecting upon Ukraine Open International University for Human Development's experiences within the context of its being both a traditional education provider and new dual-mode distance education provider. Also discussed are some key indicators and predictions about what the future may hold for the University.
Highlights
The history of distance learning (DL) development in Ukraine can be divided into three stages of innovation: (1) correspondence; (2) mail and television/radio/satellite; and (2) the Internet and the World Wide Web (Matthews, 1999)
To help readers understand what is happening in Ukraine today with regards to distance education, this case study will explore the experience of one institution: the Ukraine Open International University for Human Development (Ukrainian abbreviation is VMUROL) and its attempts to position itself in the face of rapid changes underway
Initiators/leaders who appreciate the central necessity of these technologies, as well as those who know how to manage distance education at the institution are needed to introduce and expand the newest technology in an educational institution
Summary
The history of distance learning (DL) development in Ukraine can be divided into three stages of innovation: (1) correspondence; (2) mail and television/radio/satellite; and (2) the Internet and the World Wide Web (Matthews, 1999). Heralding the arrival of the third stage, Ukraine’s higher educational institutions are introducing Internet and World Wide Web technologies into its educational processes in response to emerging needs of full- and part-time students, as well as for the country’s distance learning students. The developments described in this case study go beyond mere hybridization of distance with traditional face-to-face forms. Rather, it focuses on the evolution of new forms of learning enabled by new information and communication technology. The University finds itself planning for future learning environments, situations that encompass both hybridization and increased flexibility in the provision of distance programs
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