Studies on instruction and communication at a distance are generally clinical and seldom teacher- centered. The purpose of this paper is to perform a comparative discourse analysis depending whether the teacher is face-to-face or at a distance. We analyze the lexical, morphosyntactical, and pragmatic forms of the two discourses. For each of these levels, we show no significant difference between the two forms of discourse. This result agrees with the conclusion drawn from the famous debate between Clark and Kozma: content prevails over media.