There remains considerable debate among educators in some academic circles as to the superiority or inferiority of technologically-based education vs. that provided in a traditional format. Let's take a look at some of the research:
Cook, Gelula, Dupras, and Schwartz (2007) found that when students were matched to specific types of online learning activities dependent on their learning style (active or reflective activities and discussions), there was no significant difference in their outcomes for the course. Similarly, Cook, Thompson, Thomas, Thomas, and Pankratz (2006) found that regardless of learning style or preference, interactions and instruction that actively engage students resulted in improved outcomes.
In similar fashion, Salyers (2005) investigated whether technical ability, learning ability, learning style, learning outcomes, and course satisfaction were notably different between nursing students completing graduate level coursework in traditional face-to-face formats verses those in web-enhanced sections. Results indicated no significant differences between any of these variables in either format. That is, students in both on-ground and online classes demonstrated a relatively similar distribution of technical abilities and learning styles, and students performed equally well and were similarly satisfied in both formats.
Moreover, Gulbahar and Yildirim (2006) looked at both the quality of the teaching/learning process as well as the role of individual differences among students to determine whether these factors had an effect on the students' learning outcomes in web-based courses. Examining one undergraduate and one graduate level course, the findings ultimately suggested that although students have unique differences and personal characteristics, when instructors provide quality instruction consisting of rich media, material resources, and supportive guidance, learning differences do not affect learning outcomes.
For further reading:
Cook, D., Gelula, M., Dupras, D., & Schwartz, A. (2007). Instructional methods and cognitive learning styles in web-based learning: Report of two randomised trials. Medical Education, 41(9), 897-905.
Cook, D., Thompson, W., Thomas, K., Thomas, M., & Pankratz, V. (2006). Impact of self-assessment questions and learning styles in web-based learning: A randomized, controlled, crossover trial. Academic Medicine: Journal of the Association of American Medical Colleges, 81(3), 231-238.
Gulbahar, Y., & Yildirim, S. (2006). Assessment of web-based courses: A discussion and analysis of learners' individual differences and teaching-learning process. International Journal of Instructional Media, 33(4), 367-378.
Salyers, V. (2005). Web-enhanced and face-to-face classroom instructional methods. Effects on course outcomes and student satisfaction. International Journal of Nursing Education Scholarship, 2(1), Article 29.
