The purpose of the study was to compare electronic and traditional versions of a graduate-level introductory research class. Students were permitted to select the instructional delivery type they wanted, with the traditional option offered by one instructor and the electronic option offered by a second instructor. There were 71 participants in the electronic classes and 32 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. Results suggested that there was no statistically significant difference between the performance of the two groups. This suggests that the electronic option allows for comparable learning outside of the classroom. Included at the end of this document are the analysis of covariance report and course syllabus. (Contains 30 references.) (AEF)