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The University of Wisconsin initiated a statewide educational program for physicians using a phone-based format.

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This era was marked by an increase in underrepresented groups on campus. Women are now the majority of the student population. The Supreme Court ruled that student body diversity is a compelling state interest in university admissions. The increase of the development of technology has allowed professors to engage their students within this medium without ever stepping foot into the classroom.

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This era focused on increase diversity within the student population. There was a push for all citizens to obtain a college degree. In fact, it was widely believed that those that did not graduate college would face a bleak future.

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This era began at the end of World War II. It is marked by the Cold War, Civil Rights Era, Korea, and Vietnam. The important milestones in this era include Brown v, Board of Education and the 1965 Higher Education Act.

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This era is marked by a massive expansion of institutions after the Civil War. Many institution, including HBCUs, were created as a result of the Morrill Acts. After WWII, there was an explosion of the student population as a result of the GI Bill.

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This era was defined by territorial expansion of the country, increase immigration from Europe, and a deep belief in manifest destiny. This was the beginning of civil and social rights being advocated by abolitionist and the temperance movement. This era is marked by an increase in colleges and institutions as the country expanded.

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This era was defined by colonial colleges using a religious base of study. Many of the institutions focused on Christianizing the North American indigenous people.

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The earliest instructional delivery system of distance education was introduced on March 20, 1728. On that date, Caleb Phillips, advertised in the "Boston Gazette" to teach shorthand lessons by correspondence. The advertisement stated, ".... any person in this country, desirous to learn this Art, may, by having several

lessons sent weekly to them, be perfectly instructed, as those who live in Boston."  (Cury, 2013).

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Venture capitalists invested $429 million in educational enterprises, such as Udacity,EdX, and Coursera, to offer free educational online courses referred to as Massive Open Online Course (MOOC).  Coursera partnered with thirty-three universities, including Stanford, Michigan, Princeton, and University of Pennsylvania, and enrolled more than 1.3 million students in less than one year.  Stanford University’s free online artificial intelligence course has attracted more than 160,000 students from 190 countries around the world.

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The 50 percent rule was abolished allowing Title IV funding for any for-profit institution that offered 100% of its curriculum online.  By the end of 2008, nearly twenty million students were enrolled in for-profit institutions.  The amount of students doubled to forty million between the years 2008 and 2010 due to the increase of online institutions.  In fact, more students enroll in courses at online for-profit institutions than those institutions with physical campuses.

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The Higher Education Act created the
Distance Education Demonstration Program (DEDP), which granted waivers of the 50 percent rule to allow large for-profits universities, such as University of
Phoenix, access to Title IV funding for online programs.

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MIT lauches OpenCourseWare, which is a free,web-based publication of the university’s course materials, including lecture notes, exams, and videos.

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John Bourne developed the "Asynchronous Learning Network" (ALN) Web. ALN  provides the opportunity to for educators to deliver course instruction anytime, anywhere through the Internet.

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The 50 percent rule of the Higher Education Act of 1992
held that schools offering more than 50 percent of their curriculum on-line distance were ineligible for Title IV funding.  Title IV funds include federal Direct Subsidized/Unsubsidized loans, Perkins loans, Direct Graduate PLUS loans, Direct PLUS loans, Pell grants, and Supplemental Educational Opportunity grants (SEOG).

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Jones International University was established as the first fully online university that received regional accreditation.  The university offers five online bachelor’s degrees as well as 24 online master’s degree programs.

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Tim Berner-Lee creates the World Wide Web.

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National Technological University became the first higher educational institution to offer online degree courses delivered via satellite transmission.

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Coastline Community College became the first college to facilitate distance learning without a brick and mortar campus.  Television broadcasts were used to deliver their entire catalogue of college courses.

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The Federal Communication Commission (FCC) created "Fixed Service" or "ITFS", which was a specific medium for educational television. It would later become a band of twenty television channels dedicated to educational institutions. This low-cost, fixed-range, subscriber based
system was capable of being utilized for the distribution of broadcasting courses.

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University of Iowa established the first educational television station. The university’s television station, W9XK,
transmitted the video signal, while the audio portion of the broadcast was provided by the university’s radio station. The broadcast reached viewers as far as 500 miles away. The broadcasts were discontinued prior to World War II.

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In 1921, the first educational radio licenses were granted to the University of Salt Lake City, University of Wisconsin, and University of Minnesota.  Between 1921 and 1946, The FCC granted licenses to over 200 colleges and universities.

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The University of Chicago, was the first recognized higher education institution to offer distance learning course for college credits. Students from across the country would use the United States Postal Service to exchange assignments and lessons with their
professors.

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A correspondence course, known as the “Pitman Shorthand Training Program,” became popular wi females wanting to become certified secretaries.  The course instructor sent written exercises to the students’ homes to be completed within a specific timeframe.  Students, in turn, were required to mail their completed exercises to the Phonographic Institute in Cincinnati, Ohio.