Three institutions effected agreements enabling students in all of the institutions to enroll in the same course, a six-credit introductory psychology course. The three institutions--Athabasca University (AU), The Open Learning Institute (OLI), and North Island College (NIC)--were distance education institutions with open admissions policies which offered different delivery and tutorial support conditions. The most obvious differences were in the prescribed pacing of OLI students from enrollment through course completion and in the encouragement of regular face-to-face tutor/student interaction by NIC. A questionnaire collected information on reasons for enrolling and withdrawing, perceptions of course experiences, and educational motivation. Findings indicated OLI's pacing rule was clearly associated with the highest completion rate. The difference in tutorial support was not associated with differences in completion rates but was associated with differences in the time taken to reach halfway and end points in the course. (YLB)