Abstract: As the demand for distance learning programs grow, so has the recognition that to be effective, such programs cannot simply be on-line replicas of the instruction delivered in classrooms; instead, such programs must be carefully designed in light of the instructional features that can, and cannot, be incorporated into Internet-based courses (Institute for Higher Education Policy, 2000). Since interest in, and implementation of, distance education programming is growing in postsecondary institutions, examining this policy environment is important (King, Nugent, Eich, Minek & Russell 2000).State and national policies on the use of telecommunications technologies for distance education have been slow to develop in the United States, (McIsaac & Gunawardena, 1996). Study of the literature indicates that there is a need for a policy model or framework that would guide the development of distance education programs.