The purpose of this paper is to provide a contemporary evidence-based evaluation of Online Distance Learning (ODL) in the international context. The study underpinning this paper is phenomenological in nature and uses participant observation to systematically gather data based on the authors experiences of delivering a module as part of a Trans-National Education (TNE) programme with a Chinese partner university. The main finding of the paper is that while ODL may appear to have an advantage over traditional face-to-face teaching in terms of being a low cost alternative further evaluation from the perspective of the key stakeholders reveals that this is not necessarily the case and that there may be a number of additional inherent disadvantages that also need to be considered. The findings of this study should constitute important considerations for senior managers considering ODL, course managers involved in designing and managing TNE programmes, and academics generally who are offered the opportunity to engage in ODL. The main limitations of the study are a focus on just one form of ODL, teaching that was delivered into just one overseas country using just one delivery platform (GoToMeeting) and a qualitative methodology that introduced an element of subjectivity. However, the paper does provide valuable insight and makes an original contribution to knowledge regarding ODL from the perspective of the academic.