This paper reports the results of a study of student perceptions of learning
via audioconferencing in university-level courses delivered at a distance.
Field observations, interviews, and a focus group were used to triangulate
and deepen knowledge obtained from an initial mail survey. The results of
the investigation revealed that the audioteleconferences were being used
under two quite different instructional designs, which were associated with
significant differences in students' perceptions of the opportunity to engage
in critical thinking skills, creation of a community of inquiry, and the value
of various components of the distance education system. The study documents
students' perceptions and outlines ways in which these sessions can
be designed to induce maximum learning opportunities
