Design And Implementation Of A Distance Educational System M.Mahran* M. Hashem A. Mohamed A. Taha* *Faculty of Computers and A.D. Research and Mubarak City for Scientific Informatics, Suez Canal Develop. Center Dept. Research and Technology University. Applications, IRI, NW Dept. Alexandria Burg Elarb Elgdida P.c 21934 , Egypt, Tel (03) 45 93 408 Fax.(03) 45 93 423 E.mail. amohamedm@hotmail.com Abstract Many universities throughout the world explore the possibilities of on-line delivery of educational programs. These developments have a great potential on the transition from the traditional face- to-face education process to the distance education programs which become one of the rapidly growing computing approaches. In this paper, we developed a distance educational system namely, WebCAT, that provides many capabilities and tools for both student and instructor. It allows the instructor to build a full online course including material, syllabus, schedule, references, links, exams, automatic grading and ways to follow up the performance of students throughout statistical charts. Finally a comparsion with existing broadly accepted systems, such as WebCT, shows that our system is comparable with it. Keywords: Distance education, Virtual university, Virtual class. 1. Introduction The distance education program is one of the important fields in which the computers and the Internet applications are widely used and playing a great role in that trand. Distance education program does not make the learning process related to a specific building or a classroom. It extends the learning process to be available at homes, offices and in any other place in the world. The distances are not frustrating anymore if the virtual classes are used. So, the motive for developing our “WebCAT” system. Teaching and studying at distances can be effective as the traditional instruction method, with the efficent usage of the technologies moreover there is student-to-student interaction, and teacher-to- student time feedback [4]. The following figure briefly describes the roles of these key players in the distance education enterprise; and the challenges they face [1]. FIGURE 1 key players in Distance Education Students - The primary role of a student is to learn. Meeting the instructional needs of students is the cornerstone of every effective distance education program, and the test by which all efforts in the field are evaluted [1]. Faculty - The success of any distance education effort rests squarely on the shoulders of the faculty. Special challenges confront instructors teaching at a distance. For example, the instructor must develop an understanding of the characteristics and needs of distant students with little first-hand experience and limited, if any, face-to-face contacts. [1]: Facilitators - The instructor often finds it beneficial to rely on a site facilitator to act as a bridge between the students and the instructor. To be effective, a facilitator must understand the students as being served and the instructor's expectations. [1]. Support Staff - These individuals are the silent heroes of the distance education enterprise. Most successful distance education programs consolidate support service functions to include student registration, materials duplication, distribution, textbook ordering and scheduling, facilities etc. [1]. Administrators - Effective distance education administrators are more importance people. They are consensus builders, decision-makers, and referers. They work closely with technical and support service personnel, ensuring that technological resources are effectively deployed to further the institution's academic mission. [1] Administrator Key Players in Distance Education Student Facilitator Support staff Faculty