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The purpose of this study was to establish a quantitative baseline analysis and description of the verbal interaction between instructors and students in simultaneous two-way audio and video distance education settings. Additionally, the nature of the interactions of students and instructors based upon their physical location in this distance learning environment was investigated The design was causalcomparative with data collected using observational methods, distinguished by a lack of random assignment of subjects and nonequivalent groups. The sample was purposefully drawn from classes taught over a videoconferencing network during the spring semester of 1995. The classroom observation instrument used was an expanded version of Johnson’s (I986) Cognitive Interaction Analysis System. Descriptive statistics are reportedfor all IO categories in the CIAS. The levels of classroom interaction found in these settings were not fundamentally different than those found in traditional classroom settings described in the literature. Significantly different levels of both total and cognitive student talk were found The interaction between the instructor and the location of the student was significant in determining the total amount of student talk and the amount of cognitive student talk. Diff erences among instructors contributed to both amount and type of student talk at local and remote sites. Students at remote sites contributed significantly higher levels of non-cognitive student talk.

A Quantitative Analysis Of Instructor-Student Verbal Interaction In A Two-Way Audio Two-Way Vidoe Distance Education Program