Planning for the implementation of a distance education program is basic to the success of the program. One study identified 20 critical factors (Pearson, 1989) which addressed the need for human and fiscal sources, as well as the process of diffusion of barriers. It produced a plan to follow prior to, during, and following implementation. The top ten critical factors are based on human and fiscal resources. Planning for implementation requires time, people and funding.

Serious consideration should be given to the critical factor - identification of the program need. Without the need, an institution should not move ahead. Faculty involvement, incentives, motivation and training were ranked as serious issues. The factors in rank order are:

1. Identified need (perceived or real) for the program.
2. Faculty supportive; given incentives for motivation.
3. Funds for capital costs; production, equipment, facilities.
4. On-going money for operations and expenses.
5. Quality of educational content of program (evaluation).
6. Adequate support staff to produce the program.
7. Ensure equal learning to remote students.
8. Enthusiasm and belief by institution in the overall distance education project.
9. Identification of a visible, spirited key leader/administrator initiating program.
10. Adequate receive sites, facilities, and staff.
11. Available equipment to deliver programming.
12. Sufficient time for careful needs analysis; identify service range and programmatic student needs. Ex: Number of people, course types, ages served, location.
13. Ensure equal status for remote students: i.e., credit, degree.
14. Instructional design and TV production: the inter-active components, length, frequency number.
15. Identification of a marketing plan for the network, system or program. Public relations with the public.
16. Cost effectiveness: feasibility and justification for delivery system to students and institution.
17. Identified or gathered support/partners for the program: industry, corporate, legislative, institutional.
18. Ensure continued credibility of the program with the public, faculty, students, and supporters.
19. Knowledge of educational administrators, teachers and staff at educational institutions on what distance education is and how to teach and use it effectively.
20. Ability to accredit courses, offer credit or transfer credit across states or institutions.

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