Any time, any place. Why the huge upsurge of interest in remote learning? The internet revolution is part of the answer. The Web now provides a formerly missing ingredient in distance education——quick and easy communication between students and instructors, and among classmates. In addition, demand for distance courses has burgeoned thanks to the evolution of the information-based economy. “To stay employable, workers need to keep on learning.” says Kay Kohl, executive director of the University Continuing Education Association, an organization of more than 400 schools. This trend has given rise to an older pool of graduate students. Today more than half are over age 30, and nearly one quarter are over 40. Distance education often is a great fit for these working adults, many of whom find it difficult to skip a child’s ballet lesson or fight rush-hour traffic to get to a university campus for class.“1 had always wanted a master’s degree, but it’s hard to suspend a career and a family for it, especially when the closest school of public health is four hours away,” says Jerry Parks, assistant health director for Albermarle Regional Health Services in eastern North Carolina. As it turns out, he didn’t have to move or commute to get his degree. After three years of coursework via teleconferencing and the Internet, Parks is finishing up a master’s from the School of Public Health at the University of North Carolina.As more people turn to distance education, a debate has flared over whether it can be a good substitute for face-to-face instruction. Thomas Russell, author of a 1999 report titled “The Significant Distance Phenomenon,” which reviews more than 350 studies of di stance-learning programs, argues that the two modes of instruction are equivalent as far as student learning is concerned. R. Behrend, for one, believes that distance education is the superior choice. Behrend, 45, obtained a doctoral degree in clinical psychology last spring from Walden University, a respected virtual institution. She says the discussions between student and professor, and among peers, were more rigorous than those she experienced in the two on campus master’s programs she previously attended. “We needed to cite references for everything we said (in E-mail postings)’’，explains Behrend, “It wasn’t like the usually chatting in the classroom.”But critics say that many of the studies cited in Russell’s book are poorly designed, and they vehemently (strongly) disagree with his point of view. “I don’t think you can get any education over the Internet,” says D. Noble, a historian of technology at York University in Toronto. “Education requires a relationship between people because it’s a process of identity formation, validation, encouragement, emulation, and inspiration. This only happens face to face.”Even advocates acknowledge that distance education isn’t for everyone—that it takes independence, self-discipline, and a lot of motivation to success. Further, the quality of distance-degree programs is uneven. “A majority of universities have entered the distance-learning market rapidly and are not well prepared.” Thus, it’s important to consider an array of factors before choosing a school— accreditation, program history, cost, academic field, residency, and technology.1.When did distance education begin?2.The huge upsurge of interest in remote learning is caused by the following factors except for （ ）.3.By “suspend”(Sentence 1，Para 2) is closest in meaning to （ ）.4.Which statement is not true from what Ms. Behrend says?5.The title of the text could be （ ）.

A.Unknown. B.After the Internet existed C.After the Internet revolution D.When the university started.
问题2：
A.Internet revolution B.the evolution of information economy C.the increasing population D.the demand for distance courses
问题3：
A.stop B.hang up C.suspect D.leave
问题4：
A.The remote education is the best choice. B.The discussion in distance education is not as strict as on the campus. C.The discussion of distance education is not like that in the classroom. D.She got a Dr. Degr