The first study found that the use of different navigation tools in a computer-based learning environment had an effect on student achievement and attitudes, with more interactive tools leading to better outcomes, especially for higher-achieving students. The second study found no significant differences in performance, expectations, perceptions of learning, or willingness to take another course between traditional and distance education students, although traditional students rated lectures as more interesting and found the course more enjoyable overall.

1. Here are two studies. The first one said that there is significant differences
between classroom and distance education and the second said there is not.
Fist study:
The Name of the study:
Navigation Tools’ Effect on Learners’ Achievement and Attitude
The name of the Author:
Inez H. Farrell
The audience:
146 eighth grade participantswho completed a poetry module using three
randomly assigned navigation tools
The purpose of the study:
the purpose of this study was to examine the effects different navigation tools,
used
in a Hybrid CD-ROM computer lab setting, might have on the achievement of
students of varying ability level.
Results:
1-The use of the navigation tool in produce higher achievementscores.

2. 2-The use of a navigation tool that delivers more interactivity and learner
control results in higher attitude scores.
3-the achievement scores of learners be influenced by treatments that vary the
amount
of Learner Control and Interactivity through a navigation tool.
4-The implications for design of instruction using a CD-ROM Hybrid with
Internet access seems to indicate a need for a choice of navigation tools that
offer at least moderate Learner Control and level of Interactivity.
5-Higher achieving students will have their best performance when given a
higher amount of Learner Control with a higher level of Interactivity.
6-Linear navigation tool should not be offered as the only tool for High Ability
students.
Second study:
Title:
Comparing Student Learning and Attitudes
Author:
Renee Smith and Linda Palm

3. Audience:
141 students (56 men and 85 women) who enrolled in Introduction to
Philosophy during the fall semester of 2005 or the spring semester of
2006.
Findings:
1-Traditional and distance students did not differ significantly in their in
performance on graded assignments.
1- Traditional and distance students did not differ significantly in their
in their expectations for learning at the start of the course.
2- Traditional and distance students did not differ significantly in their
perception of what they had learned at the end of the course and their
willingness to take another philosophy course.
3- Distance students anticipated enjoying specific course activities
more than traditional students, but at the end of the semester, reported
enjoyment of these activities did not differ.
4- Students in the traditional classes, however, rated the lectures as
more interesting and rated the course, overall, as more enjoyable than
students in the distance classes.