A study was performed to evaluate the effects of tutor initiated telephone communication on students' course completion rates and their quantitative achievements in the Norwegian NKI distance education program. Secondary goals of the project were to assess other consequences of teletutoring, such as organization, costs, and student and tutor attitudes. The study took place during one year and consisted of an experiment supplemented by a student questionnaire and tutor interviews. Study participants were 186 students divided randomly into one experimental and two control groups. Experimental group members were called by their tutors at least once during the study or more often if deemed necessary. They were also invited to place calls to their tutors. The first control group was assigned the same tutors as the experimental group, and the second control group was assigned tutors unaware of the project. Control group members were neither called nor invited to call their tutors. Results from the experiment seem to indicate that students who received tutoring by telephone achieved better results and had higher course completion rates. Questionnaires showed students to be reasonably satisfied with the opportunity for teletutoring, and tutors reported increased motivation during the program. It is also concluded that teletutoring need not imply large increases in program costs. Data are presented in 17 tables. A summary of the project and copies of the questionnaires, all in Norwegian, are appended. (26 references) (NRP)