EDUCATION WITH INTELLIGENT INTERACTIVE DISSEMINATION FIELD OF THE INVENTION This invention relates to telecommunications and more particularly to interactive telecommunications which in the preferred embodiment includes computer network communications and broadcasting. BACKGROUND OF THE INVENTION In instruction with video broadcasting, it is common for an instructor in a study to provide instruction to students in remote locations. Students are able to see the instructor and other classroom materials, often clearly that it is difficult to achieve in classroom conditions. Additionally it is possible to admit those using the study facilities to improve the instructional experience. A disadvantage of this structure is that the student at a remote site is less able to communicate with the instructor to provide interactive feedback. This limits the instructor's ability for the entire class to engage in dialogue, limits the ability of students at the remote site (s) to make direct interrelationships and isolates students at the remote site. A partial solution to the remote nature of instruction with video broadcasting is to arrange for some students to be in the study. These students act as substitutes, and it is expected that the interactive participation of the audience in the study will generate a sense of the experience in the classroom. It is also possible to provide interactivity by return connections to the instructor or study. The student at the remote site is isolated and it is possible that a lot of doubts remain unanswered or overwhelm the instructor. Even with this ability to communicate, the student probably feels isolated, since the means for feedback are electronic devices instead of in person. The intention of the present invention is to increase the electronic feedback, in such a way as to provide the student with a more direct sense of participation in an uninhibited form. In a classroom environment and in a remote classroom environment, asking questions requires the student to weigh or weigh the value of the question against the class time consumed by it. In addition, the student does not have an incentive to ask a question in front of the class because they are reluctant to speak before a group. It would be convenient to coordinate feedback in such a way that it is preserved in the classroom experience for the student and the education is improved by the video dissemination instruction format, instead of making it more difficult. If interactive remote instruction is to be achieved, it is desired that the student be able to participate in a site convenient to the student, even in the proportion of allowing individual locations for the students, which would be advantageous. It is also desired that students in an instructional format be allowed the opportunity to improve their ability to explore the subject. It is also desired to provide video broadcast instruction where the dissemination of student privacy is eliminated. It is desired, when interactive instruction is provided, to provide a capacity for the student to be provided with information concerning the subject matter regardless of whether an instructor is able to address a particular question during classroom instruction. In doing so, it is desired to provide an instructor or study with a tool by which feedback for student participation is available to the instructor in an orderly manner. COMPENDIUM OF THE INVENTION According to a preferred embodiment of the invention, an interactive instruction session includes a study dissemination to student or remote classroom sites. Feedback per student is provided through a computer network connection such as an Internet connection. The Internet connection is directed to an interactivity engine. The interactivity engine searches for a knowledge database and provides appropriate material in response to student questions or questions. further, the interactivity engine provides a logical correlation of student feeds so that the instructor or study can review the students' weighted interest in aspects concerning the class. The interactive engine reduces the feedback feeds of the student by use of software (software) for text analysis. This allows indexing and only in repair based on simple words and concepts identified by linguistic analysis coupled with specialized statistical routines. After analysis, ideas regarding questions or questions can then be classified with Boolean combinations. Significantly, the interactive search engine groups the questions according to your search strategy and provides an output that can be read in the study. The output is weighted according to a volume and any other desired criteria, including ambiguity of the resolved search request and matters defined by the instructor. In this way, the instructor can include answers to questions according to the intensity of interest of the students and according to the instructor's need to incorporate the student's feedback into the instruction. By providing search responses from the knowledge database, each student is provided with a limited response to the ability of the interactivity engine to reduce feedback to a search query and the extension and relevance of the database. knowledge. Since the instructor is able to answer student questions in a significant way, the isolation of the remote classroom experience is reduced. Also, student doubts are significantly less distracting because these questions are handled in an easy way. The concept that "there is no such thing as a stupid question" is advanced because the student is able to couple the interactivity engine and the knowledge base, without interrupting the class. By providing more functionality to the interactive activities of students, the disadvantage of providing classroom feedback through an electronic interface is displaced. Since the instructor is able to respond to interactive feedback in a more rational way than with classroom instruction, the feeling of isolation experienced by students in remote locations is reduced. The physical separation of the electronic interface can in fact make it easier for many students to participate, as a result of reducing the inhibitions of speaking through the group and as a result of reducing the possibility of distracting individual questions and comments. The supply of feedback through an interactivity engine, allows additional secondary discussions if desired. Normally, a secondary discussion can be a distraction, but since the secondary discussion is in a separate electronic medium, the discussion and class can co-exist. This activity on a computer makes it possible for others to review and benefit from discussions at a later time without diverting attention from the classes. The ability of the invention to present the questions in an orderly manner to the instructor, makes it easier for the student to interact with the exhibitor and group. As a result, the placement of electronic communications devices (broadcast transmission and computer terminal) are used to improve the classroom experience. This decreases the illusion of isolation that the student experiences when in a remote classroom and provides the student with an environment where there is a sense of interactivity. This interactivity is presented as a direct interactivity with the search functions of the interactivity engine, interactivity between students and the ability to communicate with the instructor in an orderly manner. further, the instructor is able to answer questions presented to the instructor in a rank order. This allows the instructor to focus the class in a way that focuses on the student's responses. The instructor has the opportunity to focus answers on those aspects that are attended by the largest number of students, so that a corresponding number of students have their issues addressed. The instructor or others also have the opportunity to attend "after class" aspects either subsequent to the class. These questions can also be answered during the class, supposedly by assistant instructors. The overall effect is the student's improved ability to actively participate in the instructional process. In accordance with one aspect of the invention, a broadcast study provides broadcasts to remote sites. Individual students who are members of an auditorium at remote sites are provided with computer accounting such as PCs. Computer terminals have connections of computer networks to an interactivity engine that receives interrogations and comments from students. The interactivity engine provides information to students through computer network connections. The interactivity engine categorizes the student's interrogations and comments and presents them in an orderly manner to the staff in the study. The instructor can then respond to questions and comments in a manner convenient to the instructor. The interactive study and feedback configuration allows class, non-class instruction and discussions to be arranged under a study structure and interactivity. This provides a broader flexibility of classroom instruction than would be available with only the traditional class, classroom, and homework structure. While the invention is directed to an interactive instruction, the invention can be employed with other forms of interactive broadcasting, such as entertainment, business meetings and conferences. BRIEF DESCRIPTION OF THE DRAWING The figure of the drawing shows a block diagram illustrating the communication structure of the preferred embodiment of the invention. DETAILED DESCRIPTION OF THE INVENTION With reference to the figure of the drawing, a class or other instruction, are provided in a broadcast study 11 that can already be a conventional classroom with remote conditions to a broadcast facility as the broadcast facility itself . The class is provided in any convenient way and is viewed in part by students in remote sites, shown as a site in 13. The class is disseminated to students as represented in 17. Students in turn receive a broadcast from study 19 of instruction of the remote sites 13. This provides a broadcast connection 25 which is at least a one-way link for the instructor with the students. Instruction in this manner may be provided in a standard class format or in any other convenient form for instruction. Individual students at remote sites 13 are provided with computer terminals 25 such as PCs. Computer terminals 25 have computer network connections 27 to an interactivity engine 29, which receives interrogations and comments from students through network connections 27. The interactivity engine 29 provides information to students through computer network connections. It is anticipated that the computer network connection 29 will include an Internet connection using a TCP / IP protocol. The type of computer operation should be chosen to allow two-way communication between students and the interactivity engine 29, in a manner consistent with Internet communications. The computer network connection 29 to the interactivity engine 29 provides a feedback capability. This allows the instruction to be structured around said feedback, regardless of the capacity of the broadcast connection 25. The interactivity engine 29 categorizes the interrogations and comments of students and presents them in an orderly manner to the staff in the study, represented in the Figure as a stage manager 35. The instructor You can then answer questions and comments in a manner convenient to the instruction. Of course, if the broadcast connection 25 itself allows two-way communication, the instructor also has the option to allow feedback through the broadcast connection 25 equally. This does not limit the function of the interactivity engine 29, but on the contrary it provides additional functionality to the re-feeding capabilities of the remote instruction broadcast. Upon receiving an interrogation from the student, the interactivity engine 29 performs a search in the database based on the interrogation and provides the student who interrogates with the search results. The student is able to perform the search results at a convenient time. The interactivity engine 29 in its simplest form, is a search engine that can use PERL routines, Boolean logic, or any other convenient search logic. It is anticipated that the more complex logic will be employed, such as natural language search software. An example of a natural language search software is included in the Clarik text processor sold by Claritech Corporation of Pittsburg, Pennsylvania, E.U.A. Other types of database software such as the one sold by Oracle Corporation of Redwood Shores, California, USA, are also suitable. The interactivity engine 29 uses a database 31 to retrieve relevant data. Database 31 is illustrated as local, although it is not necessary for the database to be local. Any database or combination of convenient databases can be used. And it is possible to access both a local database with other databases. The interactivity engine 29 also groups interrogations and comments by students and presents the interrogations in a hierarchical order. The instructor or study director can then view the comments and questions and respond accordingly. This makes it possible to answer the questions that represent the greatest interest, as represented by the feedback that has the most relevance for the class, without requiring that all questions be reviewed during the class. The interactivity engine 29, preferably puts in rank the interrogations according to a number of students or other registered users, the number of questions and the nature of the questions received. Rank order can be obtained by any convenient way, including raw frequency of word occurrences, number of keywords that appear in student feedback and frequency of keywords found in search results. The purpose of rank order is to provide the instructor with feedback that is structured in a way that allows the instructor to respond to feedback aspects that arise from multiple students, and considers the relative number of students who present the aspect. By grouping aspects or questions presented by students, the instructor is also able to attend to more issues. In the preferred embodiment, the rank interrogations are presented to the scene manager 35. The scene manager 35 is then able to provide the interrogations to the instructor, who answers the interrogations as part of the broadcast. The question marks in rank can also be provided directly to the instructor or another instructor who is able to provide response to dissemination to the interrogations. From the point of view of students, those who present a question that is answered by the instructor, they receive a response that has a high degree of relevance for their own feedback. If the instructor feedback is not forthcoming, however, the student is provided with the search results that can be reviewed at any convenient time. An advantage of this system is that, in the proportion that there is community between groups of questions and comments, the instructor is able to attend the feedback of a large number of students, without responding individually to each student. On the student's side there is a direct participation, often with the instructor's response. If the number of questions is small enough, of course it is possible that the instructor attends them all. The foregoing description refers specifically to the preferred mode of instruction in a broadcast study format. While a remote location or broadcast study is described, it is possible to provide the class from any convenient forum, including a speaker's office. Since dissemination only requires providing a link from the instructor to the student, the particular technique for dissemination may vary, including transfer of data over the Internet from "live video" and other means for dissemination. The feedback, however, is primarily through a computer network connection 29 to the interactivity engine 29, so that the link from the instructor to the student can be extended to as many students as desired. It is further possible to provide two-way communication through the broadcast connection 21 which will provide the option of using any of the computer network connection 29 and two-way communications through the broadcast link, as desired. While the purpose of the invention is to provide interactive communications at remote sites, it is also possible to use this invention to provide feedback at a single class site, conference or dissertation or simultaneously at the location of the class and at remote sites.