This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications based on technology, this analysis focuses on pedagogy that defines learning experiences. The three generations are cognitive-behaviourist, social constructivist, and connectivist. The paper uses the community of inquiry model, focusing on social, cognitive, and teaching presence. The typology is relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education uses all three generations based on learning content, context, and expectations. Cognitive-behaviourist pedagogy, the first generation, focuses on learning as a process of acquiring new behaviours. It uses instructional designs like the Keller Plan and computer-assisted instruction. It emphasizes structured processes and measurable outcomes. However, it lacks social presence and has limited interaction. Social-constructivist pedagogy, the second generation, emphasizes knowledge as socially constructed. It uses two-way communication technologies and encourages interaction between students and teachers. It values active learning and collaboration. However, it can be costly and less accessible. Connectivist pedagogy, the third generation, emphasizes the importance of networks and connections. It uses networked technologies and encourages learners to find and apply knowledge. It values reflection and the use of digital tools. However, it can be challenging to implement and may require more guidance. Each generation has strengths and weaknesses. Cognitive-behaviourist models are effective for structured learning but lack social interaction. Social-constructivist models encourage collaboration but can be costly. Connectivist models emphasize networks and reflection but may require more guidance. The paper argues that all three generations are important and should be used to address the full spectrum of learning needs.This paper defines and examines three generations of distance education pedagogy. Unlike earlier classifications based on technology, this analysis focuses on pedagogy that defines learning experiences. The three generations are cognitive-behaviourist, social constructivist, and connectivist. The paper uses the community of inquiry model, focusing on social, cognitive, and teaching presence. The typology is relevant to distance education designers, teachers, and developers. The article concludes that high-quality distance education uses all three generations based on learning content, context, and expectations. Cognitive-behaviourist pedagogy, the first generation, focuses on learning as a process of acquiring new behaviours. It uses instructional designs like the Keller Plan and computer-assisted instruction. It emphasizes structured processes and measurable outcomes. However, it lacks social presence and has limited interaction. Social-constructivist pedagogy, the second generation, emphasizes knowledge as socially constructed. It uses two-way communication technologies and encourages interaction between students and teachers. It values active learning and collaboration. However, it can be costly and less accessible. Connectivist pedagogy, the third generation, emphasizes the importance of networks and connections. It uses networked technologies and encourages learners to find and apply knowledge. It values reflection and the use of digital tools. However, it can be challenging to implement and may require more guidance. Each generation has strengths and weaknesses. Cognitive-behaviourist models are effective for structured learning but lack social interaction. Social-constructivist models encourage collaboration but can be costly. Connectivist models emphasize networks and reflection but may require more guidance. The paper argues that all three generations are important and should be used to address the full spectrum of learning needs.