Recent developments in electronics and computer science have been so dramatic that their incorporation into classroom design has caused the term electronic classroom to come into wide use. The purpose of this paper is to explore basic design and training issues for the electronic classroom and to isolate effective practices where they can be identified from experience in the field. To this end, several training sites were investigated to review the teaching and learning that were taking place. Experienced-Derived models of classroom procedure were developed for each situation. A system of notation was created that captured classroom interaction, media use, and personal control. A design classification was used to formulate protocols that fit each situation. The protocols covered steps needed to implement each strategy by incorporating type and frequency of interaction, information source input, communication patterns, locus of control, and type of feedback. The instructional protocols are sets of operating procedures for instructors to use in planning and executing instruction in electronic classrooms depending on the type of electronic classroom. The protocols were devised as a practical extension of learning theory modified by field experience.