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This report provides a rationale for question generation as a workable learning multiplier in distributed learning environments. The rationale was derived from a thorough review of recent research on questioning from multiple perspectives: psychology, cognitive science, computational linguistics, and information systems design. Based on this review, nine practices were identified for immediate use in both the conventional classroom and distributed learning settings. If employed properly, question generation strategies in distributed learning can increase a soldier's depth of understanding about the workings of a complex system. The strategy is particularly useful for asynchronous distance learning, where the instructor is not necessarily available to answer questions promptly.