Assessing the impact of widely distributed learning opportunities now accessible through distance education must take into account the re-imposition of values and motives long associated with traditional education. The expectations of new higher education consumers should be tempered by institutional acknowledgement of pre-existing value structures and economics, constituting possible limitations on the utility of credentials thereby earned. Nevertheless, a reaffirmed confidence in higher education as a beneficial public good can reverse current trends of diminished state support which will, in turn, further participation and social equality. Continuing education leaders must search for ways to participate in their institution's distance education initiatives, including massive open online courses (MOOCs), even if they are not the prime movers, since these will expand opportunities for many new part-time learners.