Clark (1983, 1994) stated that the

Clark (1983, 1994) stated that the delivery medium does not play a significant role for
improving learning outcomes. Instead, he suggested that the methods of instruction chosen (e.g.,
lecture, course materials, assignments) and the individual differences among students would
more readily impact learning. Clark (1994) argued that no real value in terms of learning
outcomes was to be gained from merely the implementation of WBI. On the other hand,
researchers (e.g. Goldstein & Ford, 2002; Sitzmann et al., 2006; Welsh, Wanberg, Brown, &
Simmering, 2003) have suggested that the advantages of WBI for schools and faculty will also
translate into performance improvements for the students, if the students are adequately ready for
WBI (Blankenship & Atkinson, 2010). Flexibility, an increased number of learning modes, and
anytime, anywhere access should improve instructional effectiveness resulting in better student
performance (Sitzmann et al., 2006). Interestingly, of those studies conducted on the
performance benefits of online instruction (Iverson et al., 2005; Saba, 2000), most have tended to
support Clark’s (1983, 1994) arguments and have not shown WBI to be significantly superior to
CBI