An Exploratory Investigation of Levels of Learning and Learning Efficiency Between Online and Face-to-face Instruction

Abstract

This study examined differences in levels of learning and perceived efficiency between online (n = 22) and face-to-face (n = 32) graduate level subjects. Participants were master’s students enrolled in an accredited counselor preparation program. Findings indicated that students in both groups equally exhibited gains in levels of learning; however, there was a significant difference between groups in perceived learning efficiency, favoring the online instructional modality. Limitations regarding this study are noted, particularly related to the research design. Additional studies examining levels of learning and perceived efficiency of students enrolled in online courses are recommended.