A survey was conducted to seek evidence of variation in student performance based on age, gender, graduate major, and instructional modality--i.e., traditional on-campus instruction, non-interactive videotape delivery, and interactive delivery systems complemented with real-time audio feedback. Responses were received from 8 out of 50 academic institutions to whom requests for data were sent, resulting in a sample size of 8,431 graduate students. The sample was broken down into the following categories: (1) on-campus degree-seeking students; (2) on-campus non-degree students; (3) off-campus degree-seeking students enrolled in courses delivered in a non-interactive (videotape) mode; (4) off-campus non-degree students taking courses in a non-interactive (videotape) mode; (5) off-campus degree-seeking students enrolled in courses offered interactively via microwave, ITFS (Instructional Television Fixed Service), or satellite with real-time feedback; and (6) off-campus non-degree students enrolled in courses offered interactively via microwave, ITFS, or satellite with real-time feedback. Analyses of the data indicate that off-campus students perform better as they are able to control where and when learning occurs. Also, student age influences student performance, as measured by grades, more than gender. Finally, videotape is significant as a learning medium for male students over the age of 26. (5 references) (DB)