1. Are the learners willing to take more responsibility for their learning?
   • This may mean asking others to be quiet, asking the instructor to rephrase a question or clarify a point, taking the lead in discussion or acting as a catalyst during group activities on or off-line. It also implies that other's opinions are respected.
2. What are the learners' expectations of the technology and the sessions?
   • Dealing with anxiety about the technology from the start and incorporating some fun into the training activities can help to ease negative feelings. Students' learning goals can be clarified and incorporated into the training to encourage ownership of the course and content.
3. What is their prior experience with computers and/or other distance delivery systems?
   • Dealing with anxiety about the technology from the start and incorporating some fun into the training activities can help to ease negative feelings. Students' learning goals can be clarified and incorporated into the training to encourage ownership of the course and content.

Satisfaction with this and other distance delivery technologies indicates that

1. student experience is influenced by prior needs and expectations
2. students believe that an on-site coordinator is critical to the success of the training;and,
3. proper instruction and guided practice are fundamental to eliminating anxiety about the teletraining experience.

Reminder: The effective use of audiographic teleconferencing is directly related to the planning and preparation efforts taken beforehand. IT is important that both instructors and learners be trained in its use.