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The conventional instructional model of a teacher with chalk in hand lecturing to a group of students in a single classroom is being radically changed as new and more effective multimedia and communications machinery become available. Some of the significant developments in this regard include multimedia authoring and presentation tools, the World Wide Web (WWW) and Internet connectivity applications, audio and video and electronic conferencing over circuit-switched lines and packet-based networks and asynchronous learning networks. Changing lifestyles and more demanding schedules, are forcing many students to seek the benefits of academic instruction without having to be physically present at a certain place and time to receive such instruction. At the same time, it is often desired for schools at multiple locations to benefit from subject matter experts resident at remote sites, rather than trying to duplicate such expertise in the local area. These developments create many opportunities and demands for mechanisms to deal with the difference in place (space), namely using distance education, and the difference in time by using asynchronous learning systems. In many schools the first attempt to reach students at distant locations such as at their workplace was via videotapes being shipped typically overnight for student viewing. This method is very simple, fairly inexpensive and quite popular with a potential to reach worldwide audiences using regular mail and fast package delivery services. Another option, such as offered by the National Technological University (NTU) is to have the video of the class digitized and rebroadcast to receivers throughout the world. A third option is to use an asynchronous learning network (ALN) wherein digitally stored video, audio or textual material is accessed via computer networks such as a campus area network (CAN). In all these cases the interaction of remote students with the instructor is asynchronous and delayed by variable amounts of time. But the student has the convenience of being able to watch the lectures at more convenient times and places. Even for conventional courses, with little additional effort, significant advantages can be gained both for local as well as remote students by using readily available electronic connectivity tools and communications capabilities. For one thing standard course materials or materials authored by colorful presentation software, can be placed on the World-Wide Web (WWW) for student retrieval and even for direct classroom use by using projections of computer screens. While there is no substitute for the effectiveness of non-choreographed spontaneous instructor explanation, it certainly is the case that appropriate use of these tools greatly aid the instructional process, especially when coupled with electronic and multimedia interaction between instructor and students. Course descriptions, syllabi, home work, sample tests and solutions and any class announcements can be placed on the WWW for convenient access and reference. This is especially useful for remote students. It is also very effective to have all students (local and remote) interacting with the instructor via email (and/or voice mail where available). It is especially useful to have a mailing list and/or a local newsgroup or list of Frequently Asked Questions (FAQs) (and answers) dedicated to each class In that way students can help each other with assignments and other questions and the instructor can monitor the entire process and contribute to the mailing list at any time. In this paper we will describe current research and experience in using an developing Asynchronous Learning Networks for the delivery of education to both remote and local students.