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ABSTRACT
This article examines objective data regarding learning outcomes of students who participated in asynchronous online (web-based) instruction versus in-class (traditional) instruction. Data presented suggests a significant difference in the student's comfort using a computer alone, comfort using the internet and learning outcomes between online and in-class courses. However, no differences were found related to comfort with word processing or Power Point. There were no significant differences found between online and in-class students' internal locus of control beliefs. The authors suggest how these findings can be used to improve students' success; however, these findings should be considered tentative based on the small sample size in the online group (n = 5).
