This research examined Socratic dialogue exchanged in a distance calculus taught from The Ohio State University campus to high school students at various high schools around the State of Ohio. Approximately 75 students participated from 20 high schools. Qualitative data were collected and analyzed in an effort to identify the types of characteristics observed in similar dialogue in the C&M Calculus lab on campus.;The research question for this study focused on the possibility of recreating, in distance, the primary pedagogic tool used in the lab, Socratic dialogue.;Results indicated that using the C&M Calculus lab as a model, students in a CROSU (Calculus Remote at The Ohio State University) calculus course are able to use Socratic dialogue as a tool for learning. It enables them to bring their individual learning styles to bear on mathematics problems. Findings provided evidence that an active instructor can engage distance students in synchronous and asynchronous Socratic dialogues through an assortment of distance communicative tools.;This study suggests that distance courses are able to support pedagogy as well as new and active materials. Future research should be directed toward other possible implementations, in distance, of pedagogic techniques used in on campus classes.
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