This second issue of a series on theory, innovation, and practice in andragogy analyzes some of the instructional variables in adult learning and discusses ways to influence the degree of learning through the application of instructional and behavioral technologies. It unites theory and practice, generating recommendations from the abstract findings of research in andragogy and instructional technology. Some of the findings and recommendations include the following: (1) the key to more effective instruction seems to rest in the applications of instructional and behavioral technologies that have shown themselves to be influences on the degree of learning; (2) Carroll's "school learning model" provides a guide as to how these technologies function in reducing the time needed to learn a particular task or in increasing the time the learner is willing to spend in the learning situation; (3) in this context, technologies such as the study objective, use of the course grade as a study incentive, media use, self-paced instruction, and so on, can be viewed more objectively with regard to one's personal instructional preferences. (The Spanish translation of this monograph is included.) (KC)