The purpose of this study was to determine whether the variables found to influence learning in laboratory settings were able to produce effective student achievement when utilized in Venezuelan distance education. Three versions of the same instructional content were employed, and 42 volunteer college students were randomly assigned to three experimental groups. Group 1 received a text in which such instructional aids as objectives, advance organizers, and exercises were interspersed with the reading material; Group 2 received the same content, but the text and aids were separated; and Group 3 received only the text materials. A posttest-only design was employed. It was found that Group 1 performed at a significantly higher level in the posttest than Group 3. Organization, condensation, and content that meets the needs of an adult learner were found to be the factors in the study materials that were most effective for these students. There was also evidence that different versions stimulated different learning activities and that higher achievement was obtained when the instructional aids were taken into account. Although all students obtained the lowest scores on items requiring deep processing, Groups 1 and 2 obtained higher mean scores than Group 3; the deepest levels were attained by subjects who reported that they had applied the study techniques recommended in the instructional material. The text is supplemented by 14 tables, 1 figure, and 80 references. Three appendices provide copies of materials used in the study, and a fourth presents a commentary on the study's methodology by R. Schuemer together with a reply by the author. (Author/EW)