It is known that good classroom management techniques help promote a suitable learning environment, an environment in which students are interested and participate as a community of learners (Brophy & Alleman, 1998). In this type of environment, learning occurs when faculty develop and encourage discussion through the use of social interaction (Brophy & Alleman, 1998). The problem in applying these concepts to a distance education program is “how to develop or maintain an environment of social interaction?” To contribute to the learning environment in a distance education program, a combination of new and readily available electronic communication technologies can be combined with concepts taken from Total Quality Management (TQM). The term “distance education” covers a wide range of educational practices, ranging from the traditional correspondence course to synchronous teleconferencing via multiple classrooms. The techniques discussed here are designed primarily for a distance environment that allows for some degree of student-faculty interaction.