Learning Style and Effectiveness of Online and Face-to-Face Instruction

Abstract In this study the investigator compared two sections of the same course-one section was online and asynchronous; the other was face-to-face-by examining gender, age, learning preferences and styles, media familiarity, effectiveness of tasks, course effectiveness, test grades, and final grades. The two sections were taught by the same instructor and used the same instructional materials. The results revealed no significant differences in test scores, assignments, participation grades, and final grades, although the online group's averages were slightly higher. Ninety-six percent of the online students found the course to be either as effective or more effective to their learning than their typical face-to-face course. There were no significant differences between learning preferences and styles and grades in either group. The study showed that equivalent learning activities can be equally effective for online and face-to-face learners.