Developing Computer-Based Education and Self-Pacing for Introductory Sociology: A Teacher's Perspective.

Discusses the author's experiences in designing and implementing a self-paced introductory sociology course. Describes development of an interactive testing program and details of course design. Concludes, that in this instance, self-pacing proved to be undesirable because of students' inability to monitor themselves and a continuing decline in sociology enrollment. (GEA)