Current interests in and implementations of televised distant education technology systems and programming mark what can be considered the third attempt to deliver instruction to remotely situated students. To compensate for diminished stimuli (losses in visual resolution, three dimensional space, sound perspective, etc.), adroit users of educational television have developed techniques for constructing and selecting content and for presenting this content through the video medium. Two strategies can be noted: preserve and retain as much of the reality as is possible from mediation, and compensate for what is unavoidably lost by exploiting and enhancing the special attributes of the medium. For example, the illusion of interaction between teacher and students may be supported by such production variables as: (1) unified eyelines, in which all participants are at a common eye level; (2) perspective, or, the distance between the viewer and the things being viewed; and (3) eye contact. Telecast instructional delivery can be improved upon primarily by positive applications of these production techniques; however, an instructor's teaching methods are also a factor in successful communication. (12 references) (DB)