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Abstract
Abstract In this study, we examine data from a public, upper division university to help answer several questions related to the use of two-way interactive television for university level business instruction. The study explores differences between distance learners and their oncampus counterparts in terms of age, gender, overall academic performance, and performance in a specific interactive course. The findings suggest that remote classes are more likely to comprise slightly older students, with a greater proportion of females than oncampus classes. The differences in overall academic performance and in classroom performance were not statistically significant, suggesting that there is no perceptible drop-off in academic performance that can be systematically related to problems with the technology.
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