Distance learning is the fastest growing instructional medium and presents unique possibilities for students pursuing a gerontological education. This article examines three settings in, which instruction via compressed video was presented: an opening class lecture for a semester-long course, an in-service training session on gerontological issues, and a stand-alone unit on elder abuse. All presentations incorporated the use of multi-media methods of presentation. Participants from all three settings provided responses to survey questions that included reactions to the presentation, positive and negative aspects of the interactive television approach for the course, and suggestions for future presentations. Respondents were generally favorable, but suggested that instructors need to be comfortable with the medium and that participants need guidance in how to fully take advantage of the presentation. Promises and pitfalls for each instance of distance learning are discussed, with recommendations for handling technical problems and decreased time for instruction, font size of slides, presentation style of the instructor, and use of supplemental materials as a backup plan.
