Rather than instructors, it is students who need to be the primary operators of the microphones. Learning will be enhanced if instructors are not required to divide their attention between teaching and technical demands. This allows students to have a more informed choice about taking an ITV course. Instructors teaching courses with a great deal of student interaction must be careful to attend to their host site students' membership needs. This may be particularly important at smaller institutions where students may already know an instructor at the start of the course.
Increased interaction increases feelings of inter-class involvement, for students at both sites.
Proper lay-out of equipment and consideration of effective classroom design are essential for creating an enriched learning environment. Use by other consumers may enable the institution to strengthen relationships with external partners while, at the same time, generating new sources of revenue for financially-pressed institutions. Through our experience with telecourse delivery, it has become apparent that there are components to the process that are quite different from traditional teaching and learning. While it might be easier to address the administrative function of teaching in a teleclassroom rather than the act of teaching, a strong case can be made for maintaining a focus on teacher and learner needs. From the beginning, the ventures in telecourse delivery at the University College of the Fraser Valley have been primarily faculty driven with substantial administrative and technical support.