This manual, based on work completed for Francophone distance educators in Ontario, explores the factors and dynamics needed for learning and teaching in new classrooms that are created by the conferencing technologies of audio, audiographic, computer, and compressed video. These classrooms are new in that learners are not gathered physically in one location, and the cues available for predicting and assessing others' reactions are different from those available in face-to-face interactions. These four technologies are the most cost effective and accessible alternatives that provide the same technical opportunities in each site and allow emulation of the traditional classroom. Part 1 of this guide focuses on the key issues involved in establishing the learning context. Principles of adult learning, learning strategies, and models of instruction are discussed. Part 2 reviews each of the conferencing technologies concerning the following topics: (1) description; (2) critical preparation; (3) indicators of good use; (4) indicators of poor use; (5) examples from current practice; and (6) selected readings (85 in all). Eight appendixes provide taxonomies of learning strategies, additional guidelines, and some evaluation principles and forms. (Contains 50 references.) (SLD)