The Triad Perspective Model of Distance Education (TPMDE) guides researchers in developing research questions, gathering data, and producing a comprehensive description of a distance education program. It was developed around three theoretical perspectives: (1) curriculum development theory (Tyler's four questions, 1949); (2) systems theory (Banathy, 1973); and (3) adoption and diffusion of innovations (Rogers, 1983). A new graphic representation of the TPMDE which emphasizes the dynamic, three-dimensional nature of the model was used to guide a study of the Taiwan National Open University (NOU). NOU was established in 1986 incorporating distance learning/teaching concepts from the British Open University and the structure of distance education from Japan. The methods of instructional delivery--television, video, computer, or phone lines--were novel to most teachers and students, and the primary criticisms of distance education have arisen from marked differences between the new program and the traditional Chinese teacher-learning environment. Using the TPMDE's four levels of reference, distance education at NOU was examined from social/environmental perspectives. First, the objectives and goals of NOU and how it approached them were identified. Expectations and perceptions of NOU by other society members and students were also studied and revealed differences between NOU students and conventional university students. The second level permitted a closer investigation of the program structure and innovation itself to determine and evaluate the effectiveness of the interactions of the various components of the program. The third level of the model, process, was concerned with the program's development over time, and evaluation was the fourth level. Suggestions for further research for the NOU conclude the paper, and depictions of the model ("glassview" and "original" TPMDE) are appended. (11 references) (BBM)