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The purpose of this paper is to assess the relative effectiveness of delivering learning on the Internet. The method was to interview nine college professors who have taught both on line and in the traditional classroom. Professors were asked to compare the Internet with the traditional classroom as to learning delivery effectiveness and were also asked questions about conducting discussions and grading on the Internet and about the consequences of both the convenience inherent in and the necessary structure that accompanies on-line teaching. Among the results according to this sample of professors: teaching on the web has more weaknesses than strengths, the web was inferior when interaction and when one-on-one assistance were important for learning, it was superior when learning from the written word was important, the structure necessary for web delivery prevents flexibility, and the convenience reinforced impulses to avoid classroom intensity.