Advances in technology offer a vast array of opportunities for facilitating elearning. However, difficulties may arise if elearning research and design, including the use of emerging technologies, are based primarily on past practices, fads, or political agendas. This article describes refinements made to a framework for designing and sequencing elearning interactions originally published in 2002 based on insights gained from a decade of application across settings. The updated framework adds neurobiological research on human learning as a theoretical foundation, and further distinguishes the relationship between learning theories, instructional strategies, planned elearning interactions, and emerging technologies to guide future distance education research and practice.