The effective use of audiographic teleconferencing, like all good teaching practice, is proportionate to the amount of time and effort that precedes going on-line. In addition to lesson planning and preparation, two other important factors are crucial to its success. These are understanding

1. the technology - the visual presentation mode that uses computer hardware and software, and
2. the audio mode - using audio-conferencing equipment -e.g. microphone,speakers.

Learners need to be eased into audiographic teleconferencing to become confident, skillful users of the technology. The instructor requires additional practice time off-line to familiarize him/herself with the equipment. The extra preparation helps the instructor to gain confidence and to deal with glitches when they occur.

Instructor directed learning can be useful initially to help the learners become more comfortable with the audiographic teleconferencing components, the subject matter and each other. To encourage reluctant participants, activities that promote contact with the equipment, the instructor and with each other can be implemented during the session planning. This might include:

• communicating with the instructor,who then writes the response on-screen
• pointing to areas on-screen with the stylus (pen)
• typing or writing in comments

Because audiographic teleconferencing does not lend itself well to a lecture style of presentation, creativity is required on the part of the presenter to monitor the understanding of the subject matter by frequently asking for feedback. (Gooey 1995)