With the history of distance learning encompassing so many different learning environments, we need to find a definition that fits in all situations. There have been many definitions put forward in modern literature. Greenberg (1998) defines contemporary distance learning as “a planned teaching/learning experience that uses a wide spectrum of technologies to reach learners at a distance and is designed to encourage learner interaction and certification of learning”. Teaster and Blieszner (1999) say “the term distance learning has been applied to many instructional methods: however, its primary distinction is that the teacher and the learner are separated in space and possibly time”. Desmond Keegan (1995) gives the most thorough definition. He says that distance education and training result from the technological separation of teacher and learner which frees the student from the necessity of traveling to “a fixed place, at a fixed time, to meet a fixed person, in order to be trained”. From these definitions, we can see that the student and teacher are separated by space, but not necessarily by time. This would include compressed video, which is delivered in real time. As stated earlier, this type of live video instruction is the fastest growing means of distance learning today. Because of this, much of the discussion here will be dedicated to the promises and problems of this technology.