In order to promote successful distance education techniques, the University of Minnesota developed a training program to prepare faculty to teach via their instructional television (ITV) delivery system. The need for specific areas of faculty development were assessed through a survey of current practitioners, as well as a content analysis of existing training materials from other institutions. In the information gathered from surveys, interviews, and a review of the literature, the most frequently mentioned faculty training and content development needs were for maximizing interaction and feedback and developing lectures for TV. These two instructional design issues both emphasize that distance education requires more attention to strategies that promote interactions: questioning techniques, discussions, and active learning. The instructional methods that are most frequently cited as successful all involve plans which stimulate active learning by using procedures that purposefully increase a dynamic student participation with their own learning process. By creating an environment that advocates peer interactions, social support, and interpersonal communications, cooperative learning models can help attain the sense of learning community which is frequently lacking in distance education experiences. A review of various cooperative learning models and the types of learning activities each supports are investigated for practical applications in distance education. Three tables present a description of matrix categories and sub-topics, results from individual matrixes, and a model lesson plan. (Contains 22 references.) (AEF)