While it is acknowledged that DL continues to take place through diverse media, and that online delivery is just one of these methods, the groundswell in interactive technologies in recent years has concomitantly fostered the development of new methodologies which engender (social) constructivist approaches, and it is the issues which surround these developments, and in particular some of the ways in which constructivist ideals can be realised in DL that will be the focus of this assignment. One of the salient features of DL is that it enables learning to be time and place independent, adult learners are able to arrange learning around their everyday routines without being constrained. In the age of IT a diverse range of teaching (and other) technologies exist to facilitate distance education where instructor and learner are spatially separated and online media are used to span the educational gap. As technology has advanced, so the definition of DL has changed, videotaped lectures were the standard form of delivery in university/professional DL courses in the 1980s and 1990s (Moore and Lockee, 1998) and this model of spatial and temporal separation continued until the Internet, email and compressed video moved DL into new directions and allowed it to occur in real-time. Ongoing technological developments: chat rooms, wikis, discussion boards, weblogs and videoconferencing have continued to reduce the distance in DL as social media technologies have enabled an increase in engagement through collaboration. The use of Web 2.0 tools has accelerated the adoption of two-way, synchronous, collaborative e-learning experiences that are beginning to replace the top-down, unidirectional instructional model. These changes have led many commentators to suggest that DL requires a new, qualitatively different pedagogy built upon this emerging relationship between instructors and learners. Pedagogical considerations must recognise that the virtual classroom possesses a distinctive social-interaction context and that, although technologies may be considered transformative, they cannot, of themselves, transform the learning experience and educators must understand that "distance education is really about creating a different kind of structure for learning and teaching, not the use of technology"