Over the past several years, the preeminence of the transfer function at Arizona's Mesa Community College (MCC) has been overshadowed by the increasing demand for remedial education. In fall 1992, 65% of the students assessed for placement in English, mathematics, and reading scored below college-level in at least one of these subjects, and enrollment in courses below college-level accounts for almost 30% of the total college enrollment. To meet the remediation needs of students while limiting the fiscal impact of remedial programs, MCC developed a pilot multimedia basic skills program, integrating educational technology into self-paced, open-exit remedial courses. Although students move at their own pace and work independently, they do not necessarily work alone. Interactions can take the form of student-student interactions, including students soliciting the advice of others, assisting others with their work, and tutoring students who are not as far in the program; one-on-one teacher-student interactions, focusing on specific student needs instead of providing a generalized lecture format; and small group and whole class teacher-student interactions, such as the use of traditional teaching methods among which are lecturing and homework assignments, modified to accompany the new curriculum designed for use with the computer network. (MAB)