Abstract
Virtual learning environments such as Access Grid Node technology offer new ways of teaching to multiple remote sites. This paper investigates the potential of using Access Grid technology for delivering training sessions to remote and co-located learners. Qualitative thematicbased analysis of textual and audiovisual data reveals that co-presence and interactivity are related to camera positioning and image placement. This paper proposes alternative set-ups for large and small virtual teaching sessions and the use of interactive devices to facilitate the feeling of co-presence, support interactivity and encourage active participation. After contextualizing the research by introducing general issues with respect to Access Grid technology this paper describes the methodology and research design including teaching session formats, the AG technology used, participants and data collection methods. It suggests ways to increase the feeling of co-presence and interactivity in remote teaching sessions.