This paper examines three generations of distance education pedagogy: cognitive-behaviorist, social constructivist, and connectivist. Unlike earlier classifications based on technology, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The cognitive-behaviorist model emphasizes individual learning, structured processes, and clear learning objectives, but lacks social and teaching presence. The social constructivist model, developed with two-way communication technologies, focuses on social interactions, knowledge construction, and the importance of context. The connectivist model, emerging in the information age, emphasizes building and maintaining networked connections, knowledge creation, and the role of learners in content creation. Each generation builds on the foundations of its predecessors, and all three are relevant for addressing the diverse needs of 21st-century learners. The paper concludes that high-quality distance education effectively utilizes all three generations of pedagogy, depending on the learning content, context, and expectations.This paper examines three generations of distance education pedagogy: cognitive-behaviorist, social constructivist, and connectivist. Unlike earlier classifications based on technology, this analysis focuses on the pedagogy that defines the learning experiences encapsulated in the learning design. The cognitive-behaviorist model emphasizes individual learning, structured processes, and clear learning objectives, but lacks social and teaching presence. The social constructivist model, developed with two-way communication technologies, focuses on social interactions, knowledge construction, and the importance of context. The connectivist model, emerging in the information age, emphasizes building and maintaining networked connections, knowledge creation, and the role of learners in content creation. Each generation builds on the foundations of its predecessors, and all three are relevant for addressing the diverse needs of 21st-century learners. The paper concludes that high-quality distance education effectively utilizes all three generations of pedagogy, depending on the learning content, context, and expectations.