Discenza et al., (2002), “Anytime, Anyplace, Any subject”, is an emerging theme for distance learning in higher education throughout the world. Distance education has emerged as an important form of education in the last few decades. In recent years, the offering of open and Distance Education courses and programs have become increasingly popular not only in open universities, but in traditional universities as well (Wheeler, 2002) 
. Moore (1991) 
defined Distance Education as a learning system where the teaching behaviours are separate from learning behaviours. In this, the learner works alone or in the group, guided by study materials. These students do have an opportunity to communicate with a tutor with the aid of one or two more media – such as correspondence, telephone, TV, Radio etc. Teaching role is shared and different study situations are possible for the learner. Distance education is defined by the Association for Educational Communications and Technology as: Institution based formal education where the learning group is separated, and where interactive telecommunications systems are used to connect learners, resources and instructor. Moore's definition of Distance Education highlights 3 elements:
(i) Separation of teaching behaviours from learning behaviours
(ii) The use of technical media and
(iii) The possibility of 2-way communication. While in normal face to face teaching, the teacher's preparation is done apart from the students whom he teaches; in Distance Education both preparation and teaching are done apart from students. Distance Education is basically is imparted by technical media, for example, printed material, Teaching and Learning Aids, Audio-Visual aids, Radio, TV and computer.