Distance learning has significantly changed over the years from a social, pedagogical, and technological perspective. The compatible bonding of telecommunications technologies and social constructivist learning principles premised a pedagogical ecology that has challenged traditional teaching practices, faculty and student roles, institutional roles, and academic infrastructures, prompting a reconceptualization of distance learning and a rethinking of the broader practice of education and training. Pedagogical ecology emphasizes the non-neutrality of the learning space and consideration of the expectations and potentials that each learning medium brings forth to the teaching and learning process. This paper discusses the evolution of the pedagogical ecology of distance learning and presents a model for the design of online learning environments that emphasizes a transformative interaction between learning technologies, pedagogical models, and instructional strategies. (Contains 1 table and 1 figure.)