Online Learning Community (OLC) has become more common. More and more learning institutes are offering courses online to cut cost in the use of classrooms. It also enables students who live away from college and university campuses to access learning opportunities. This stirred more interest to researchers regarding the affects of OLC on teaching and learning. Results vary widely; some conclude that face-to-face interaction is more natural and direct while others assert that online learning and blended learning have just as many positive affects on students.
Researcher David K. Larson performed a three-way comparison of face-to-face versus blended online versus purely online delivery of a Management Information Systems (MIS) course. Larson (2011) studied examination and final grades as well as measured the students’ satisfaction and learning effectiveness. The students were enrolled in the MIS class, which was a requirement for Business and Management majors. Out of the 168 students, the majority of online learners were female. Larson concluded that there is no significant difference in the students’ performance as far as examination scores between the different modes of delivery. Larson also concluded that learning effectiveness and faculty satisfaction favours both the blended and online methods, rather than the face-to-face method. Another important observation Larson made is regardless of the mode of delivery, 40 percent of the students reported an increase in interest in the subject. Larson believes that students adapt to whatever mode is available to them and suggests educators should focus on the assistance to learning aspects rather than the mode under which the information is disseminated. Lastly, Larson writes that the traditional mode of face-to-face instruction is still prevalent because it is the traditionally accepted mode of educational