The power of cyberlearning: An empirical test

The controversy over cyberlearning as an integral part of the teaching and learning process in higher education is growing almost as fast as the technology itself. Unfortunately, there are relatively few empirical studies that provide a comprehensive test of the effectiveness of cyberlearning. This exploratory study compares Cyberlearners with Traditional Learners in a graduate-level MBA course in introductory macroeconomics. The findings appear to provide evidence that cyberlearning can be as effective as traditional classroom learning.