Enrollment in technology education at the college level has been declining, so it is becoming essential for technology teacher educators to investigate ways to increase the enrollment in their programs. Technology teacher educators are exploring the extent to which distance-learning technologies such as video modeling can be used by industrial and technical teacher education faculty. They are researching which point of view--reportorial, subjective, or objective--better promotes content understanding and learning for hands-on activities in a technology education and industrial technology context. The intention of this study is to add to the body of knowledge on effective video modelling procedures and, in particular, the point of view used when recording instructional videos. Video modeling can be described as a technique used to model a target skill by another individual whose actions and language are videotaped. While most of the video instruction literature relates to research in special education (specifically autism), its applicability to groups of college students in the field of industrial and technology education seems like a perfect fit. In particular, the study compared the objective, subjective, and reportorial points of view. It was found that the objective view (face to face) and the reportorial view (shot next to the instructor's head) both provided statistically significant higher scores than the subjective view (shot from where the students are standing). In addition, the researchers are interested in further exploring the optimal point of view. By understanding the optimal point of view for distance learning in technology education and industrial technology, distance instruction can be enhanced through the use of recorded or live video feeds.