This study focuses on specific interaction behaviors rather than looking at overall levels of interaction. These behaviors can be seen as important starting points or integral components of interactive dialogue. If students perceive barriers to asking and answering questions, interaction may be seriously curtailed. The purpose of this study is to investigate learner perceptions of the ease of asking and answering questions in the television classroom, and how these perceptions are affected by the location of the individual sending the message, the location of the individual receiving the message, and the type of message being sent. Learners from the remote site locations rated the television classroom as significantly easier than the traditional classroom for asking and answering questions. Learners from the on-site studio classroom did not rate the two as significantly different. The learner location (studio or remote) or type of communication (ask or answer) did not have a significant effect on learner perceptions of the ease of communication with the instructor. Asking or answering questions at the same site was perceived to be significantly easier than at different sites, suggesting the importance of the other learner in learner-learner interaction. Learners perceived sending answers to be easier than asking questions when communicating with learners at a different site; however, they found asking questions to be easier than answering them when communicating with learners at the same site. Two figures illustrate results. (Contains 17 references.) (MAS)