“No Significant Difference” Only on the Surface Thomas K. Ross
and Paul D. Bell The purpose of this study was to compare the
effectiveness of an asynchronous online platform and its
traditional F2F classroom based counterpart in promoting deep
learning or higher levels of learning according to Bloom’s
taxonomy. Equivalency between the two modes of instruction was
assessed using course grades as the outcome measure. The ANOVA
results suggested that on-line education is comparable to
classroom education at lower levels of abstraction
(recollection) but as work progresses to higher orders of
abstraction (application) significant performance differences
arise that place on-line learners at a disadvantage. Regression
analysis was then employed to understand why the performance
difference between the two groups existed or if it existed when
other explanatory variables were introduced. Finally, regression
results were analyzed and reasons offered for why this
difference in learning outcomes occurred for the two inst