The presentational power of television gives it unique teaching characteristics and it is a source of a wide variety of learning material that would be unavailable to learners in any other way. For instance, it can be used to: (1) demonstrate experiments or experimental situations; (2) explain principles involving movement over space and/or time; (3) provide students with case-study material; (4) archive audiovisual material; and (5) demonstrate processes. Through illustration, modelling, and supplantation, television can enhance learning by providing audiovisual images corresponding to aspects of cognitive processing. Methods of delivery include broadcasting, videocassettes, videodiscs, cable, and satellite. Some advantages of interactive videodiscs have been identified through experiences at the Open University in Great Britain and in the United States; e.g., the videodiscs can allow for individual differences, can provide excellent feedback, can be rich symbolically, and can provide an intensive learning experience. Disadvantages include high costs, the equipment needed, difficulties in programming for creative use by students, and the lack of interactive videodiscs in homes. Computer controlled videodiscs have great potential where there is a major training need or where alternatives would be costly. While television needs to be used selectively, depending on the type of course, the audience, and the skills to be developed, it can be a valuable asset for distance education, provided resources are available to do the job properly and teachers know exactly why they are using it. (MES)