The development of new instructional technologies has produced an expl
osion in the proliferation of distance learning courses and programs.
This paper examines one mode of distance learning known as asynchronou
s learning networks (ALNs). Based on my experience teaching a sociolog
y course using ALNs, I discuss some of the pedagogical principles and
practices that can guide this delivery mode. I argue that asynchronous
online instruction provides the opportunity for the realization of hi
ghly desirable pedagogical practices and processes that are difficult
if not impossible in a conventional classroom course.