The first step in using the model is to categorise the activities in the traditionally delivered subject.

• The delivery of material was the dominant component of the teaching of the subject. Most lectures were characterised by a one-way flow of material from the lecturer to the students and a short time spent with questions and answers.
• In terms of interaction with materials, on-campus students had access to university library, text books, lecture notes etc.
• Apart from the limited questions and answers in lectures interaction with the teacher was generally in tutorials, as a group, and individually during consultation hours.
• Interaction between students happened formally in tutorials and there were many opportunities for informal interaction on campus.
• Intra-action is dependent on other factors

The second step is to examine the facilities and the teaching activities that can be fostered at the satellite campus in the light of the categories of the model.

• The satellite campus was located too far from the main campus for the lecturer to commute conveniently and video conference was first considered as the medium for the delivery of material. However after consultation with media specialists it was decided that video conference was not best suited to the one-way delivery of large amounts of material. It was suggested that a combination of video tapes and printed notes would be better ways to deliver the material.
• Interaction with materials at the satellite campus would be limited by lack of access to the university library. As a substitute books of readings would need to be prepared and other sources of material provided.
• Group interaction with the teacher could be achieved by video conference while individuals could consult the teacher by telephone, fax or email.
• Formal interaction between students could happen locally with the video conference presence of the teacher or if a wider group required a synchronous tutorial at both campuses could be held with a video conference link connecting them.
• Again intra-action is dependent on other factors.

The categories of the model for each campus are compared in table 1.

Table 1. A Comparison of Categories Between Campuses

Element	Main Campus	Satellite Campus
delivery	lectures	video tapes and printed materials
interaction with materials	text books, notes, library books etc	textbooks, notes etc book of readings
interaction with the teacher	tutorials and consultation	video conference, phone, fax, email
interaction between students	tutorials and other occasions	tutorials and via video conference to joint tutorials
intra-action	determined by other factors	determined by other factors
categories operating

In this example an on-campus subject, consisting of lectures and tutorials is to be converted to broadcast radio or television and printed materials for distant students. As the application of the model to the traditionally delivered subject is the same as in example one we will move to the second step and apply the model to the subject delivered by radio or television.

In both cases (ie, television and radio) the programs are to be prerecorded and delivered in weekly episodes.

• The delivery element of the model will consist of the broadcasts and printed materials
• The distant students will be able to interact with the materials sent to them which may include things like a book of readings as well as interact with the broadcast material, to a limited degree, if they make recordings of them. Interaction with materials from the library can be difficult or impossible for distant students depending on where they live
• Interaction with the teacher is on a one to one basis only and usually by phone, fax or email
• As most students are constrained by time and distance they can have no interaction with other students
• Intra-action is dependant on other factors

The categories for each mode of delivery are compared in table 2.

Table 2. Comparison of Categories for Different Modes of Delivery

Element	Face to Face	Radio/Television
delivery	lectures	broadcasts and printed materials
interaction with materials	text books, notes, library books etc	textbooks, notes etc. library services are a problem.
interaction with the teacher	tutorials and consultation	phone, fax, email
interaction between students	tutorials and other occasions	none
intra-action	determined by other factors	determined by other factors
categories operating