Lead article: Comparing distance learning and classroom learning: Conceptual considerations

Abstract Comparison studies have been widely criticized as offering little conceptually to the field of distance learning. However, these studies can serve an important role in advancing our understanding of the phenomenon of distance education. The problem with comparison studies lies not in the “comparison,” but with the media/method confound. This article proposes a schema system based on media attribute theory that can be used to classify both media and delivery systems based on research related to learning and motivation. It is important that comparative studies explain more than just which technologies were used; they must also explain why and how the media and delivery systems were used to support learning and motivation.