A review of research in distance education indicates that results are consistent in that there is no significant difference in achievement contributable to the delivery system. This "no significant difference" perspective represents a very narrow vision of the research actually occurring in distance education. This paper attempts to examine the "no significant difference" perspective by looking at research related to three other factors: learner interaction and control, two different approaches to multiple learning styles, and utilization of intelligent agents to facilitate interaction and collaboration. The first section looks at using computer assisted instruction (CAI) to support K-12 distance education. The second section explores a classification system for learning styles that would prove useful to help interpret the research related to learning styles in education. The third section explores learning styles in one specific setting, and the fourth and final section examines the emerging technology of intelligent agents and what impact this might have on changing the paradigm of distance education. (Contains 79 references.) (Author/AEF)