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Abstract
ABSTRACT Stress during the learning process is thought to enhance memory formation while at the same time hinders memory retrieval. Together like a double-edged sword, stress can have both a positive and negative affect on student outcomes. Congruently, learning online brings unique challenges to students. Two distinct groups of learners at a northeastern (USA) college were measured. Each group was enrolled in the same information technology course. One group received instructional materials and course content online only, while the other group received the same learning materials in a traditional classroom. The overall results show a significant difference in the perceived level of stress associated with student learning in disparate learning environments. These findings suggest new avenues for exploring and understanding what aspects of course delivery modality associated with the student perception of stress and how stress modifies learning outcomes in various learning environments.
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