T?TECHNIQUES of teaching communication has a transcendental importance within the education at distance. Orientacion-aprendizaje where there is a vital interdependence between the teacher and the learner and a strong presence of the law of action and reaction, extrapolated to the field of education is a fundamental point in the dynamics of the process. Its success depends on the knowledge of matter and mastery of the techniques used for their development, of the quality of communication between the teacher and the learner. This communication involves not only intellectual and academic aspects, but also affective. Distance education instructor-led education, which uses as a source of educational encouragement direct student-teacher interaction in the teaching-learning process, unlike employs communication channels where the Professor, still absent, is present through them. Dell follows long-standing procedures to achieve this success. These distance educational programs are organized from the interaction of several media: printed: book text, guide for the study, teaching units, booklets, evaluation, etc.

Audiovisual material: audio cassette, broadcasting, video cassette, television (whether by microwave chain, cable, or satellite), telephone, computer and computer networks. The face-to-face tutoring. From this variety of means and according to the feasibility of its use and purpose of communication in every moment of the orientacion-aprendizaje process; you choose which one of them should be the predominant, or principal and its appropriate combinations with the remaining. Models of distance education. During the evolution of the distance education and according to the choice of major media and secondary employees to achieve their goals, different models have been identified. Which regardless of the assigned name to identify them, (often controversial) have their own characteristics. Examples of these are: the Didactico-impreso, the Modular-Multimedios and the telematic. While the first, appeared from of the during the 1960s, based his teaching on the printed text distributed to students by postal mail; the second that reaches its peak in the decades of the 1970s and 1980s, wide its arsenal including in addition to the printed text, audio and video cassette, broadcasting, television conferences and the use of computer.