Many researchers and organizations have constantly changed and reworked the definition of distance education over the last century. Schlosser and Simonson (2002) outlined four elements that define distance education: that it is associated with an institution, that the teacher and student are separate, that learning occurs through interactive media, and that these media connect teachers with students and course material. Schlosser and Simonson (2002) also described the definitions of distance education described by other researchers. In 1986 a researcher, Desmond Keegan, narrowed the definition of distance education by specifying five main elements that he believed were involved. First, he stated that the teacher and the student are always separate. Secondly, he clarified that an educational institution helps in creating learning materials and supports students. Third, technology is used to connect teacher and students and facilitate the learning process. Fourth, there is two-way communication between student and learner. Fifth, distance learning involves almost no group interaction between students; therefore, most learning is done individually (Schlosser and Simonson 2002, pp. 4). Two other researchers, Garrison and Shale, also added a further piece to the definition by stating that communication between teacher and students does not occur at the same time; instead it occurs asynchronously (Schlosser and Simonson 2002, pp. 6). The history of distance education does not just begin with the use of computer-mediated technologies and online learning management systems. Early distance education began through correspondence courses in Europe and the United States. The first…half of the paper…controls one's learning situations” (McIsaac and Gunawardena 2004, pp. 375). To determine whether or not a student will be successful with distance education, it is important to take these factors into consideration. Some courses, however, take into consideration those students who are not naturally suited to distance learning. These students usually require more interaction between themselves and the teacher and a greater connection with their fellow students. They must make the technology that aids the learning process easier for students to use (Sherry 1996, pp. 348). In this way, all types of students can benefit from some aspects of distance education, such as the ability to learn anytime, anywhere, which would be useful in their daily lives, even if their personality and learning characteristics do not they are completely suitable for distance learning.