Not so many years ago, students who wished to complete distance courses corresponded through the mail. Some time later, radio, television, and eventually the personal computer and regular access to the internet revolutionized distance education (Harting & Erthal, 2005, pp. 35, 37). But despite innovations in both computer hardware and software since the late 1970s, the philosophy of distance education, as well as research-informed practices, have been slow to keep pace (p. 37). Today, instructors must adapt their teaching to ever-advancing educational technologies, particularly as universities expand their online program offerings.