There are competing schools of thought. Some say yes, and some say no (Locatis, 2007). Clark (1983, 2005) argued that any technology can be used for quality instruction; effectiveness of education is determined by the instructional method alone. Although instructional method is important to effective distance education and technology alone cannot ensure a quality online experience (MacIntosh, 2001), Clark's view may not be valid for the discussion of effective DE and has, in fact, been deemed as out of date because it was based on old, "non interactive technologies" (Kozma, 1994).

How the nature of the technology and modes of delivery alter the quality of interaction and, thus, the effectiveness of education is obvious when comparing the different generations of DE. For example, correspondence education relies on the mail system for communication while the more recent telelearning education uses video streaming that supports real time audio and visual communication. The latter enables interaction that includes immediate verbal and nonverbal communication (i.e. synchronous); whereas, the former relies on delayed, virtually non-interactive correspondence via text (i.e. asynchronous). The ability to interact was enhanced by the media used for delivery; therefore, it can be clearly seen that technological applications are crucial factors to consider in the development and sustainment of effective e-learning experiences.