Distance education may be considered in two ways: (1) as a substitute for conventional, face-to-face education; and (2) as a mode of education in its own right. Those who view distance education the first way treat students as members of a class and include a fixed schedule of classes, assignments, and course duration. Those viewing distance education the second way address individual students (not classes) and adapt educational activity not only according to geographical conditions, but also to periods and length of study acceptable to students, student work and family conditions, and student goals. Within the view of distance education as a mode of education in its own right exists the paradoxical combination of mass communication and individualization. This paradox must be kept in mind when considering further development of subject matter, target groups, and methodology in distance education. The development of methodology that strengthens students' autonomy and independence, and that encourages student participation, interaction with the teacher, and responsibility for their own learning, is of primary importance in distance education. (28 references) (DB)