This paper discusses the use of new technologies for distance learning-- including interactive video, computers, and the Internet-- at Mercy College (New York) and DePaul University (Illinois). The description of a course on discrete mathematics that is taught using the Mercy College Long-distance Instructional Network (MerLIN) focuses on the use of e-mail and student participation in online discussions. A course on ethical and social issues in computing that is offered at DePaul University using interactive video and the Internet is then described; highlights include student-delivered programs, the course World Wide Web site, and use of the HyperNews asynchronous computer conferencing system for required online discussions. General considerations for providing meaningful experiences in distance learning environments are addressed, including the instructor's role as model and facilitator, clarification of objectives and outcomes, and the importance of collaborative learning. The authors' current research on the effectiveness of student collaboration in online environments is summarized. (DLS)