This empirical study compared a graduate online course with an equivalent course taught in a traditional face-to-face format. Comparisons included student ratings of instructor and course quality; assessment of course interaction, structure, and support; and learning outcomes such as course grades and student self-assessment of ability to perform various Instructional Systems Design (ISD) tasks. Results revealed that the students in the face-to-face course held slightly more positive perceptions about the instructor and overall course quality, although there was no difference between the two course formats in learning outcomes. The findings have direct implications for the development and delivery of online instruction. (Contains 16 references.) (Author/MES)