This monograph discusses a study conducted with a
sample of graduate education students enrolled in
online and in-class courses. The study examines the
differences in achievement among students enrolled
in similar courses, delivered through competing
instructional modalities: online and in-class. These
students attitudes toward computer-based learning
and their learning-style preferences were examined
to note existing relationships among the variables
as they relate to overall performance in respective
courses. Significant findings revealed that certain
learning-style preferences...