Over the last few decades, the world has witnessed a revolution in communications technologies and distance education has taken full advantage of this change. It has transformed itself from the traditional linear model based on print modules, to interactive audio and visual modes of study. But this has not quieted the critics who seek solid empirical research showing that undergraduates will learn how to think critically, interact rationally and develop the cognitive and ethical perspectives that they acquire in a good residential program. In response, this study gives some humorous but serious expose of myths which claim that residence is not synonymous seriousness and that seriousness is found in distance education, whose faire is in the public domain. The book states categorically that any well structured and planned system should be able to achieve that goal and through careful exploration of literature shows that this is the case and comes up with a model that demonstrates the learning path of distance learners.