The global rise of Internet-based education is discussed in relation to models drawn from social studies and epidemiology. Experiential and data density models are highlighted, also the capacity for technological change, and phenomena observed in the spread of disease. The lesson of these illustrations is that even apparently permanent phenomena can be transient and that current online practices may rapidly be superseded by other technologies regardless of their apparent success. It is hoped that these illustrations will help to prepare distance educators for the technological, social, and economic changes that could naturally affect their future work, particularly at times of economic crisis.