THIS PROJECT COMPARED THE EFFECTIVENESS OF UNMODIFIED UNIVERSITY COURSES TAUGHT VIA CLOSED-CIRCUIT TELEVISION WITH THE EFFECTIVENESS OF THE SAME COURSES CONVENTIONALLY TAUGHT FOR ONE SEMESTER. THE ACCEPTIBILITY OF TELEVISED INSTRUCTION TO STUDENTS, FACULTY, AND ADMINISTRATORS WAS MEASURED, AS WAS THE FEASIBILITY OF USING MODERATE COST TELEVISION EQUIPMENT. GENERAL CHEMISTRY AND GENERAL PSYCHOLOGY WERE USED FOR THE EXPERIMENT. STUDENTS WERE CHOSEN FOR UNIFORM ABILITY, INTEREST, AND PREVIOUS KNOWLEDGE. THREE GROUPS WERE SET UP WITHIN EACH COURSE--(1) RECEIVING CONVENTIONAL INSTRUCTION IN TELEVISION ORIGINATING ROOM, (2) RECEIVING TELEVISED INSTRUCTION, (3) CONTROL GROUP RECEIVING CONVENTIONAL INSTRUCTION. MODERATE COST VIDICON EQUIPMENT WAS USED. OBJECTIVE TESTS ON COURSE CONTENT MEASURED STUDENT ACHIEVEMENT. STUDENTS AND TEACHERS RECORDED THEIR REACTIONS TO TELEVISED INSTRUCTION. EQUIPMENT CONDITION WAS RECORDED. THE DIFFERENCE BETWEEN THE EFFECTIVENESS OF TELEVISED INSTRUCTION VERSUS CONVENTIONAL INSTRUCTION WAS NOT STATISTICALLY SIGNIFICANT, DIRECT PRESENTATION PROVED SLIGHTLY MORE EFFECTIVE. STUDENT REACTIONS TO TELEVISED INSTRUCTION WERE NEUTRAL OR SLIGHTLY NEGATIVE. FACULTY WERE SKEPTICAL BUT WILLING TO EXPERIMENT. ADMINISTRATORS WERE FAVORABLE. MODERATE COST VIDICON EQUIPMENT PROVED ADEQUATE, THOUGH MAINTENANCE WAS A PROBLEM. OTHER APPLICATION AND PROBLEMS OF INSTRUCTIONAL TELEVISION ARE ALSO DISCUSSED. (MS)