This study was designed to determine whether there was a difference in either the overall frequency or the frequency of specific types of student verbal interactions under three conditions: (1) teleconferenced instruction where students had two-way audio and video contact with the instructor; (2) teleconferenced instruction where students had only two-way audio contact with the instructor; and (3) traditional face-to-face instruction. Hypotheses tested by the study related to the numbers of verbal interactions in each of the three conditions, including restricted and expanded thinking questions and responses (Equivalent Talk Categories--ETC's). Subjects were 172 students enrolled in Classroom Educational Technology at the University of Northern Colorado, who were assigned to one of three treatment groups. Two-way audio and video teleconferencing facilities between two buildings on UNC's Greeley campus were utilized to deliver instruction for the two experimental groups; the third group received face-to-face instruction via lecture. Two lessons were presented: "Topics in Distance Education," which utilized handouts with true-false questions, open-ended questions, and case studies; and "Copyright Issues for Using Videotapes in the Classroom," which was videotaped and coded according to ETC's. One-way ANOVA's and t-tests were conducted for each of the ETC's. Results indicated that the experimental groups did not differ significantly in any of the ETC's or in the total number of interactions, and that the traditional (control) group generally interacted more than either of the teleconference groups both in terms of total number of interactions and in several of the ETC's. It is recommended that future studies focus on the role of nonverbal interactions in visual delivery modes. (10 references) (BBM)