This study attempts to determine whether stated behavioral objectives, learner activities, and self-pacing increase both learner input into instructional decision making and comprehension as well as improve attitude. The subjects for the study were drawn from three sections of a principles of communication course which were all taught by the same professor. While subjects in the experimental group obtained significantly higher compression scores than did subjects in the control condition, subjects within the learner-input group did not significantly outscore the no-learner-input group and subjects who were allowed learner input did not have better attitudes toward the instructional task than did subjects within the no-learner-input group. It was concluded that although learner input seems to hold considerable promise for the field of educational research, its potential contribution to the more general science of communication is not significant. (A lengthy review of the literature is included). (RB)