A 1997 survey of the students of a course T223 Microprocessor-based computers at the Open University of Hong Kong (OUHK) showed that distance learners strongly depend for their learning on F2F tutorial support. This tutorial support that was originally designed to provide tutor-student interactive sessions has degenerated into conventional type of teaching/learning environment, i.e. lecturecum-tutorial delivered in face to face (F2F) manner as in a conventional university. Each two-hour tutorial session starts with a lecture which is followed by a short question-answer time. Almost entire time is spent in conventional lecturing. This instructional methodology, though effective, does not fit distance learning philosophy which envisages self-study and self-reliance on the part of students and portrays tutor support as an avenue to resolve students' study difficulties which they could not do on their own. Reasons were traced for the learners' yen for conventional lecture-cum-tutorial support (Mirza, 1998: 1). In this paper a new pedagogic model is proposed which builds on existing lecture-cum-tutorial delivery - supposing that this model has to stay - to make tutorial part in the lecture-cum-tutorial delivery more efficient and fruitful.