One of the major influences on university education in Ontario is the growing use of Internet technologies. These new technologies have led faculty and learning experts at universities to talk about online and technology-enhanced learning with a fervour not often found on most campuses. Among other things, these discussions have challenged well-known understandings of what has historically been called distance education. In this paper, we examine a cross-section of publications on distance and online education and reflect on our professional experiences in relation to the evolution of a teaching and learning centre in our small university in northern Ontario. In addition to supporting the teaching and learning needs of an on-campus community, our Centre oversees the development and delivery of online courses for students at a distance from the physical campus. Within the context of this Centre, we represent the Academic Director and a faculty member completing doctoral studies on technology-enabled learning in the United Kingdom. As a conclusion, we propose that the geographical distance and possible isolation of northern Ontario can be considerably reduced through online education and that it is no longer appropriate to speak about distance education. As Wenger (2004) suggests, many remote and rural communities as well as individual learners in these communities can access information and even gain inspiration from online educational experiences. To achieve this, faculty continue to require resources including pedagogical supports, mentorship, and also inspiration to capitalize on the potential and opportunity of online models and strategies.