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While it is well-established that nontraditional students are more likely to take online courses than their traditional-age counterparts, investigations of the learning equivalence between online and campusbased instruction typically fail to consider student age as a mediating factor in the learning experience. To examine learning outcomes as a function of student age (traditional versus nontraditional) in relation to mode of instruction (online versus face-to-face), the current study examined cumulative outbound assessment scores of 1,276 students enrolled in an undergraduate business program. The results revealed that traditional-age students, regardless of whether they take courses on campus or online, performed similarly on the outbound Peregrine assessment; in contrast, there was a marked difference in the performance of nontraditional-age students as those learning online scored significantly higher than those taking classes on campus. Recognizing that nontraditional students who choose to take online courses (as compared to campus-based alternatives) likely do so because of practical factors associated with active work schedules, it is possible that active work experience contributed to increased learning gains. Strategies to allow online programs to utilize this information to better serve their students are discussed. INTRODUCTION Considerable research has examined the relationship between traditional and nontraditional student learning outcomes as well as the relationship between learning outcomes in online versus traditional, face-to-face learning environments (Nguyen, 2015). While nontraditional students make up a large percentage of online enrollments, existing research on the effectiveness of online learning typically fails to examine learning outcomes as a function of age in relation to mode of instruction. Student age serves as a basis for understanding student motivation, such as a traditional student wanting to earn a high grade versus a nontraditional student wanting the practical application elements of education, but research examining the function of student age relative to modes of instruction is lacking. The purpose of the current research is to examine learning outcomes as a function of student age (traditional versus nontraditional) and mode of instruction (online versus face-to-face) and examine the possible interactions. There appears to be a unique relationship between age and mode of learning; as such, comparisons of learning modes are often flawed due to the assumed equivalence between student populations. Age serves as only one metric in determining the traditional and nontraditional status of students. It is essential to note that some students are currently employed, have children, or took a break in their educational pursuits, which are factors that colleges and universities do not record.

Beyond Online Versus Face-to-Face Comparisons: The Interaction of Student Age and Mode of Instruction on Academic Achievement