Telelecture as a topic has received minimal space in the literature and/or research attention. Of that written and the research reported, only positive outcomes are depicted. In this article the use of telelecture in a continuing education course for registered nurses in two rural states is described. A critique of the author's experience in the use of this technology and an analysis of the use of cognitive learning theory in course design is presented. The author suggests that a major variable to success in the use of telelecture is the skill of the teacher/lecturer as a facilitator to solicit, organize and present material in a manner most useful to the learner.
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