The way in which distance learning takes place depends on the instructional sub-format chosen. For one-time webinars, you’ll need to use the same approach as with one-time lectures. Use the procedure for one-on-one instruction for one-on-one distance learning, etc.

To improve the overall success rate, you need to ask people to not only make attempts at home, but to also practice the techniques and entire procedures for phase entry. This is especially true of longer courses in which the student has lots of time for additional activities. The better the techniques work during practice, the easier it is to get results with them during an actual attempt, the more you will understand them at a fundamental level, and the better acquainted you will become with them.

Various literature on the topic can also be assigned as reading homework. Practitioner accounts of phase experiences are especially well suited for this. They can be found in large numbers on our websites and forums. Reading them will substantially increase motivation and provide a large number of real-life examples of how out-of-body experience is mastered.

Although these kinds of events can be quite interesting and arouse public curiosity, the intensiveness of training at one-time lectures is minimal since they are of more of an introduction to the phenomenon. They are to be considered a success if at least half the audience decides to simply attempt what they had been told about.

Unless you’re giving a free lecture to popularize the phenomenon or advertise a paid seminar, quite impressive sums are to be had giving talks to large groups, even if the cost of admission is relatively low and even after large expenses such as advertising, auditorium rental, and paying helpers (who are indispensable in case of audiences of 50 or more) are factored in. Let’s do the math: if you’re able to bring in 500 people at an admission price of 5% the average local monthly income, you’ll gross 25 times the latter figure. If even half that amount is spent on expenses and taxes, the net profit for one day’s work as an instructor will still amount to the yearly earnings for the man-in-the-street in that town. Meanwhile, 500 people will become potential practitioners, and many thousands more will learn about the phenomenon second-hand. As you can see, it’s worth a gamble – the risk of investing in the venture is justifiable.

It’s recommended that one accommodate those who are for one reason or another unable to pay full price for out-of-body travel and lucid-dreaming products and services. These aren’t simply techniques – they’re a path to self-actualization, which is something that cannot go hand-in-hand with "heartless capitalism".

This especially applies when it comes to certain groups of people: high school and university students, people unable to work due to disability, retirees, and repeat customers attending your training sessions over and over again. It’s sensible to offer or agree to give them substantial discounts or take them on free-of-charge. Youth and the otherwise able-bodied who would like discounts or free training might be offered the chance to work off their tuition. They might be tasked with putting up fliers or promoting the event online. People will usually happily agree to such an arrangement if they have no other way of paying.

You might also waive the admission fee for anyone who brings two or more "payers" along with him. That way he’ll get what he wants and you’ll come out ahead.

The most important thing that the instructor will have to battle when teaching analysis is people’s total lack of willingness to step up to the plate and search for mistakes. This is understandable: for many, this ability borders on fantastic – they are simply unable to believe that they are able to explain from day two why some attempts to enter out-of-body experience are successful and some aren’t. From their point of view, it’s as if you’ve asked them to try to explain the apparition of a religious figure. However, everything with out-of-body experience is usually self-evident and intuitive. That is to say, it is the task of the instructor to convince his students that they too can easily analyze their own attempts like professional practitioners. If the students leave the room without this conviction, their subsequent personal practices will be in jeopardy. After all, the success of a training session is measured in phase experiences that occur not only over the course of the seminar, but after it as well. Leaving people who have undergone training with you dependent on you for answers is borderline criminal. Although it might be unprofitable from a commercial point of view, the goal of these techniques & technologies is to create advanced practitioners, and not eternal novices who are always running to various “gurus” to ask their opinion on something or obtain an answer to a primitive question.

Instructors themselves are also often not always morally ready to give answers to every question or step up to the plate and look for mistakes. This is normal for a new instructor who still does not know that problems are always one and the same. It’s sufficient to analyze actual attempts to enter out-of-body experience a few dozen times to learn how to do it on the fly and not have to go into deep thought in order to see mistakes and shortcomings. Non-standard situations are quite rare. The fact that the great majority of mistakes are due to deviations from the instructions should give one added confidence when analyzing attempts to enter out-of-body experience. If the instructor himself gave those instructions, then it will be easy for him to see how well they have been complied with.