The types of available technologies used in distance education are divided into two groups: synchronous learning and asynchronous learning though the expansion of the Internet blurs these distinctions. Synchronous learning technology is a mode of delivery where all participants are “present” at the same time. It resembles traditional classroom teaching methods despite the participants being located remotely. It requires a timetable to be organized. Web conferencing, videoconferencing, educational television, Instructional television are examples of synchronous technology, as are direct-broadcast satellite (DBS), internet radio, live streaming, telephone, and web-based VoIP

The asynchronous learning mode of delivery is where participants access course materials on their own schedule and so is more flexible. Students are not required to be together at the same time. Mail correspondence, which is the oldest form of distance education, is an asynchronous delivery technology and others include message board forums, e-mail, video and audio recordings, print materials, voicemail and fax.

An LCMS manages the process of creating, editing, storing and delivering e-learning content. Rather than developing entire courses and adapting them to multiple audiences, an LCMS provides the ability for single course instances to be modified and republished for various audiences maintaining versions and history. The objects stored in the centralized repository can be made available to course developers and content experts throughout an organization for potential reuse and repurpose. This eliminates duplicate development efforts and allows for the rapid assembly of customized content. Some systems have tools to deliver and manage instructor-led synchronous and asynchronous online training based on learning object methodology. LCMSs provide tools for authoring and reusing or re-purposing content (mutated learning objects MLOs) as well as virtual spaces for student interaction (such as discussion forums, live chat rooms and live web-conferences). LCMS technology can either be used in tandem with an LMS, or as a standalone application for learning initiatives that require rapid development and distribution of learning content. Since 2002, collaborative learning has evolved tremendously and became so much more effective. Systems focus more on the learner and the concepts they would like to convey in an effective manner. The orgnaizations try to use systems that will be easily attainable, user friendly, and support the vision of the organization. Some systems are similar from ones described in 2002 simply because those were the early years of elearning and thus can be counted as the foundation of elearning. It’s the same now a days because either asynchronous and synchronous learning is utilized. I agree with both methods simply because sometimes both are necessary depending on the infrastructure of the organization. I do see support for social (cognitive) learning theory interactions like this as necessary in my program because its critical to analyze social cognitives in efforst to make elearing more sufficient and learner friendly.