Use of the Internet by colleges and universities for delivery of distance education is one trend likely to continue. Unlike previous educational trends driven by research and tradition inside the academic community, Internet use for education is enthusiastically supported by forces outside of academe. The most widely used practices are formal courses, self-directed learning, online lecture notes, newsgroups, electronic mail, interactive video, and virtual reality. Both advantages and limitations accrue to Internet learners, educators, and institutions. The economy of scale possible from classes offered to hundreds or thousands of learners is balanced by the enormous costs of establishing and maintaining an infrastructure to manage it. The advantage to learners of acquiring customized education at their convenience is offset by the need for expensive equipment to access frequently fragmented curriculum that often operates at a low level recognition and recall level. The intrinsic rewards to faculty of expanded access and new revenue sources is mitigated by a reward system that does not recognize excellence in technological and/or distance teaching. The list of established universities adopting or seeking to adopt Web courses for distance delivery is staggering. These issues are yet to be well researched: copyright, cost effectiveness, quality of learning, accreditation, access, collaboration, faculty rewards, curriculum, market forces, assessment, and values-centered experiences. (YLB)