Issues in Distance Learning This review of literature and research into the effectiveness of distance education systems deals with a number of factors which affect their success or failure. These include the influence of distance learning theory upon instructional design and delivery, redefining the roles of partners in distance education teams, media selection, technology adoption, change implementation, methods and strategies to increase interactivity, inquiry, and active learning, learner characteristics and modes of learning, teacher mediation and learner support, operational issues, policy and management issues, and cost/benefit tradeoffs. It is intended as a companion piece to Sherry and Morse’s (1994) training needs assessment.  e-Learning, online learning, and distance learning environments: Are they the same? It is not uncommon that researchers face difficulties when performing meaningful cross-study comparisons for research. Research associated with the distance learning realm can be even more difficult to use as there are different environments with a variety of characteristics. We implemented a mixed-method analysis of research articles to find out how they define the learning environment. In addition, we surveyed 43 persons and discovered that there was inconsistent use of terminology for different types of delivery modes. The results reveal that there are different expectations and perceptions of learning environment labels: distance learning, e-Learning, and online learning.  Distance Learning Advantage of e-learning often include flexibility and convenience for the learner, facilitation of communication between learner, greater adaptability to a learner’s need, more variety in learner experience with using multimedia and the non-verbal presentation of teaching material. Video interaction provides visual and audio learner that the user control them that can paused and reversed for watching again. E-learning is naturally suited to distance learning and flexible learning, but can also be used in conjunction with face-to-face teaching, in which case the term Blended learning is commonly used. E-learning can also refer to educational web sites such as those offering worksheets and interactive exercises for children. The term is also used extensively in the business sector where it generally refers to cost-effective online training. E-Learning is the employment of technology to aid and enhance learning. Focusing on the use of the Internet in e-learning, three primary uses have emerged. It is an electronic technology to deliver, support and enhance teaching and learning. Through e-learning the student will have more experiences can be achieved, because learn from the content as well learn from using online communities and networks. In this way, e-learning can support “learning through reflection and discussion”. E-learning empower learner to manage their way of learning and the way he like to learn. Because each one has their own way of learning.  Evolution of Strategies for International Distance Learning: The First Speech-language Pathology Master’s Training Program in Zambia With the expansion of technology, distance instruction is becoming an increasingly viable alternative for providing graduate level educational opportunities in places where specific training programs may not be available. In one such instance, Connective Link Among Special needs Programs (CLASP) International and the University of Zambia (UNZA) partnered to implement the first master’s degree program in speech-language pathology in Zambia. Teachers recruited from universities in the United States met with the Zambian students via synchronous computer connections, and they shared documents utilizing asynchronous platforms. UNZA proctored examinations and provided classrooms and research oversight. However, the pedagogical challenges encountered on both sides went far beyond those that could be solved by technology. The purpose of this article is to review the program’s encounters and solutions to pedagogical trials as a model for what is likely to become a more common approach in global teaching.  Webinars and Social Network in Distance Learning: Students’ Views Aims: The aim of this study is to present students’ views concerning the attendance of conference and/or seminars via Internet (webinars) and also how online social network are used in distance learning. Study Design: Descriptive quantitative research. Especially, a survey using questionnaires and interviews for data collection. Place and Duration of Study: University of Ioannina, one academic year, 2012-2013. Methodology: A questionnaire was firstly addressed to a small self selected group of undergraduate students at the beginning of the academic year (mid–November) as pre-test. Then the questionnaire was revised and the final version of the questionnaire was addressed to all undergraduate 210 students attending the 3rd year of their undergraduate studies. This questionnaire was delivered at the beginning of spring term. Interviews were taken in spring semester (mid–April) for evaluation of the answers in the questionnaire. Moreover, a revised questionnaire for a postgraduate group students (20 self selected students) from the School of Education was given in mid spring semester. Results: 18.29% of undergraduates use webinars. 84.28% of them believe that attending seminars via Internet (webinars) may contribute to the enrichment of the educational process and facilitates distance learning. 56.89% of undergraduates prefer to attend conferences and/or seminars with physical presence, since interaction amongst participants is greater. 89.56% of undergraduate and 93.47% of postgraduate students use social network for communication and information on learning material and on other educational issues. Conclusions: Both undergraduate and postgraduate students recognize the advantages of webinars as part of open distance learning and they favor their application to a greater extent in education. The overall use of social network in distance learning, promotes communication and interaction amongst learners. In conclusion, this study revealed, that students use webinars and social network for learning, communication and information exchange for their studies. Reference  Sherry, L., 1995. Issues in distance learning. International journal of educational telecommunications, 1(4), pp.337-365.  Moore, J.L., Dickson-Deane, C. and Galyen, K., 2011. e-Learning, online learning, and distance learning environments: Are they the same?. The Internet and Higher Education, 14(2), pp.129-135.  Al-Arimi, A.M.A.K., 2014. Distance learning. Procedia-Social and Behavioral Sciences, 152, pp.82-88.  Gill, C., Wainscott, S., Green, L. and Bharadwaj, S., 2016. Evolution of strategies for international distance learning: The first speech-language pathology master’s training program in Zambia. Journal of Education, Society and Behavioural Science, pp.1-11.  Sypsas, A. and Pange, J., 2014. Webinars and Social Network in Distance Learning: Students’ Views. Journal of Education, Society and Behavioural Science, pp.953-964.