Issues pertaining to the application of educational technology in higher education are considered. Educational technology has been applied successfully in reaching the geographically remote in several jurisdictions, including Canada, and it has been important in giving adults a second chance at a university education. Claims have been made that it also can reach the psychologically remote (i.e., the unmotivated). To increase accessibility to higher education, Canadian universities have offered to a limited extent courses via broadcast television or videotape. An alternative to off-campus centers and television courses for the geographically remote is the correspondence course. Other techniques include telephone networks and the audiotape cassette. Britain's Open University was the prototype for making university level work accessible to those who missed their first chance to attend. Views concerning the application of electronic programmed learning to reaching the unmotivated and potential dropouts are addressed. It is suggested that while there have been numerous demonstrations at various North American and European centers that the application of technology in higher education can be used to reach some of those who have been traditionally excluded. Serious questions remain about whether the quality of programs is improved by the application of technology, whether innovation of this type is possible except in a few centers, given the resistance by many conventional institutions. A bibliography is appended. (SW)