This study analyzed how faculty and graduate students interacted within a distance education environment when a new technology was introduced. Data from an education course offered via interactive audio/video and supported with Web-based materials and interaction opportunities were analyzed. Initially, the course was developed for delivery through an interactive audio/video classroom. After the initial class, the instructor recognized an inability to meet student needs and sought advice from a technical advisor. This led to a decision to include Web-based support. The advisor developed the skeleton of the course. Participant observations and email correspondences were collected by the instructor to help improve the quality of instruction. These data provided information regarding students' content area knowledge and how students and faculty reacted to new technologies. Persistent observation by the technical advisor provided supplemental information to improve instructor and student techniques for utilizing technology. With the help of the technical advisor, the instructors's delivery methods improved quickly. Interactions within the Web-based course were initiated by both the instructor and the technical advisor. Personal dispositions of the instructor, students, and technical advisor were critical to the success of the course. (Contains 16 references.) (SM)