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Management of Distance Education “White Paper” on the DE Initiative of GSC University Introduction Distance education (DE) is defined as the process of linking learners with geographically separated human or automated remote resources for instructional or mentoring objectives (Berge and Schrum,1998). DE is deemed synonymous to terms distance learning and distance teaching. Measurement of student progress or achievement can be in the form of earned grades on enrolled subjects, certificate of completion on certain courses, or being conferred a degree on baccalaureate or graduate studies (ibid.). Effective DE employs technology-driven media in delivering its learning products (Pisel, 2008). Modes of interaction in a modernized DE is two-way and can be in real time or synchronous communications by the use of appropriate telecommunications technologies or through asynchronous means which entails utilization of available technologies such as on-line computer-mediated asynchronous discussion boards (Taylor, 2001). The asynchronous online threaded discussion board was found to be a very effective way, cost-effective and theoretically sound in creating learning environments (Turney and Pocknee, 2004). DE follows a philosophy of learner-centered pedagogy such that the terms tutor/mentor and learner are being used instead of teacher and students, respectively (Yick, et al., 2005). The idea that the faculty is the facilitator in tapping the repository of knowledge within each learner (and not just the faculty as a knowledge resource) is a core concept. Learners’ were the focal point such that curricula developed reflect their needs, the learners have the choice of the location for studies, the time given to them may be flexible according to their availability, and the learners may have the command of the pace of their learning (ibid.). DE operational aspects call for resources requiring some initial investment distinct from that used in face-to-face or classroom teaching. Extensive efforts may be required for both the learner and the mentor. Students usually do lots of exercises and practice, numerous written notes, and scripting or computer encoding while teachers may be engaged in the development of course modules and employ delivery methods beyond most faculty's skills (Berge and Schrum,1998). In line with DE-related prerogatives, a local university is on spotlight. The GSC University is a private higher education institution located in an urban center in southern Philippines. The institution is considered as a pioneer HE institution in the locality with four decades history of producing professionals with associate and baccalaureate degrees and lately, offering graduate programs. This paper tackles on an approach deemed viable by GSC University administration in their pursuit of instigating successful DE programs, through a proposed DE institution under its auspices to be called “GSC Open University”. Institutional DE Background and Trends The University's administration had been contemplating for a while on extending its course offerings to include DE programs. Much of the institution’s desire to offer DE has been manifested by their recent rush to initiate DE programs on some courses they believed attractive and deliverable online. Their yearning to join the bandwagon of learning institutions providing DE courses is first, mainly due to the profit that might be brought in as more and more learners came to realize that distance education is a viable way of furthering lifelong