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The purpose of this paper is to compare students' mastery of course content between students enrolled in three course delivery methods (hybrid, online, and traditional lecture-based) of an Introductory Sociology course. The same instructor taught a hybrid Introductory Sociology course in the spring semester of 2015, an online Introductory Sociology course in the fall semester of 2015, and a traditional lecture-based Introductory Sociology course in spring semester of 2016. Overall, there were no significant differences in student performance on, quizzes, final exam, or assignment between students in the different methods of course delivery. Final course grades did not differ by course delivery method either. The majority of students mastered course specific and general education student learning outcomes satisfactorily in all three delivery methods. Implications of these results for the design and structure of distance and hybrid courses are

Does Method of Course Delivery Matter: A Comparison of Student Performance in Hybrid, Online, and Lecture-based Introductory Sociology Courses