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Abstract
The first part of this article reports the results of a survey of 100 colleges having large multi‐section basic communication courses—a survey designed to discover what non‐traditional instructional models are used or have been used in the basic course. The second part of. the article reports the results of an experimental testing of a modules, self‐instructional model. This model permitted a one‐third reduction in instructional costs while at the same time improving achievement.