This study was conducted to extend our understanding of the impact on instructions, when as well synchronous and asynchronous multimedia-based technologies are integrated into dis-tance education (industrial training courses). The study includes as well interviews with uni-versity instructors, to having different experiences of distance education, as interviews with students. The purpose is to illustrate the instructor’s experience in this type of distance educa-tion and to see how the instructional design can support lower drop-outs. Zane L. Berge’s (Berge 1995) conceptual framework, developed from Robyn Mason’s earlier work in 1991 (Mason 1991), concerning four roles (pedagogical, social, managerial, and technical) has been used. Michael G. Moore’s (Moore 1972, 1973) theory of transactional distance was used to interpret the data. The results revealed those university instructors, in some part of a distance education course, gains experiment. They find it is possibly to translate many face to face instructional strategies to municipally located Learning Centres and other places like home, company, and library by the way of multimedia technology, e.g., Web, and video conferenc-ing, streaming technology, Digital Versatile Disc (DVD) technique (by the postal system), and learning management system (LMS). However, mostly they continue to experience a tension between structure, dialogue, and autonomy.