This study investigated a trial use of simultaneous telephone and computer (audiographics) conferencing to teach a Master of Education unit, "Early Childhood Curriculum Design Issues," at the Queensland University of Technology in 1994. Data were collected in written form from students, lecturers, and observers concerning their experiences, focusing in particular on problems they had encountered, the impact of the technology on their learning, and suggestions and advice for the future development of the approach. Results showed that overall, students rated the sessions as being at least as effective as conventional on-campus methods. Audiographic conferencing was rated most highly in terms of keeping students' attention and in developing a class atmosphere conducive to learning; it was seen to be least effective in terms of allowing students to discuss topics with each other. Lecturers' reflections suggested that their feelings progressed from an initial state of anxiety about using the equipment to an enthusiasm for its possible benefits. Observers' comments corresponded with lecturers' observations. Findings indicated that, provided the pedagogy is clearly articulated and the technology regarded as a tool in its implementation, audiographics conferencing is a promising teaching tool. (Contains 17 references.) (EV)