A study was conducted to compare electronic and traditional versions of a graduate-level research class. There were 73 participants in the electronic classes and 35 in the traditional classes, with a majority membership of white females enrolled in graduate education programs. Multiple choice pretests and posttests were administered to all groups. An analysis of covariance indicated that there was no statistically significant difference, at the 0.05 level, between the adjusted means of the two groups, suggesting that the electronic option allows for comparable learning outside the classroom. Attachments contain the course description and the analysis of covariance report.(Contains 26 references.) (Author/SLD)