Continuous quality improvement (CQI) models, which were first applied in business, are critical to making new technology-based learning paradigms and flexible learning environments a reality. The following are among the factors that have facilitated CQI's application in education: increased operating costs; increased competition from private schools and nontraditional modes of learning; students' increased awareness of what they need to succeed in the workplace; and the need to keep costs down while maintaining quality and demand. A macromodel for quality and CQI in student learning has been proposed as a comprehensive approach for strategic planning and management of "educational products." Components of the model include the following: institutional vision, primary values, and goals based on the strategic implications of using technology-based educational solutions; a program quality assurance system; a faculty development plan that includes provisions for delivering the technical and nontechnical training needed to incorporate technology into the curriculum; assessment of learning from a distance and in the classroom; enabling policies, structures, and resources; and cross-departmental, cross-functional support groups. The CQI process must promote the following items: self-paced learning; standardization; anytime, anyplace learning; reduced operational costs; and development of "virtual team" skills in students. (MN)