ABSTRACT
This study compares outcomes relating to religiosity in one general education religion course. Using a validated instrument measuring affective outcomes, we surveyed 789 students enrolled in a general education religion course at a private religious college. Of this sample, 269 were enrolled in distance sections of the course, and 520 were in face-to-face sections. While no significant differences were found between groups, small differences did emerge within groups. These results have implications for distance education in which affective outcomes are important. Additional results and limitations are discussed.
