Abstract
Technology has entered academia as an attractive, even seductive addition to or replacement for the face-to-face learning experience. Often, faculty choose to add technology to their courses because it is available, because peers are doing it, or because administrators expect faculty to create distributed options for the courses. Lately the choices are made because technology has a clear place in the process of achieving desired learning outcomes. This article examines theoretical and methodological tools that can help faculty design flexible learning environments that incorporate appropriate technologies to meet individuals' needs and course or curriculum goals.