However, as noted before, because of the increased level of motivation with the online students (due to a myriad of factors), the suggestion that online learners may perform better than traditional learners may have some validity to it. Learning theorist Laurillard (1997; Glenn, Jones, & Hoyt 2003) suggested that student-teacher interaction is a chief aspect of academic learning. Laurillard (1997; 2003) posited that "large class size, independent study and some web-based courses forgo high levels of interaction to achieve instructional efficiency;" if this theory is correct, then it would mean that reduced interaction results in reduced learning. There is not really any empirical research to back up this theory, however. If this research would done, it could greatly benefit web-based learning instruction.

It is suggested that online learning includes a distinct type of learning for a student: interaction with the technology interface for course delivery (Hillman, Willis, & Gunawardena 1994; Blocher et al. 2002). However, technologies are never neutral; they impede some actions and they aid in others (2002).

A study done with 12 e-learning and 12 traditional classroom university students showed that e-learning...