The purpose of this study is to determine whether "equivalent learning experiences" ensure equivalency, in the Internet-based and face-to-face interaction methods on learning results and student satisfaction. In the experimental process of this study, the effect of the Internet-based and face-to-face learning on the equivalency in learning experiences, students' success, permanency of their success and their satisfaction has been observed. Based on the findings, it is possible to suggest that the things that students learn in the face-to-face learning system are more permanent. However, the knowledge acquired by the students in the Internet-based learning system is also permanent. It would be wrong to say that either the Internet-based learning system or the face-to-face learning system was weaker or stronger than the other. When the findings for satisfaction are examined, whether it be in general or for the sub-levels for satisfaction (student-student interaction, student-instructor interaction, course structure, flexibility), it can be suggested that the level of satisfaction reached by the students are equivalent. From these findings it can be concluded that the students learning in the Internet-based learning system are at least as satisfied as the students in the face-to-face learning system. In this study, the equivalency of the experiences of the students in the learning environments they are presented with has been demonstrated experimentally. However, it is not clear how the students of the two learning systems are affected by these kinds of practices, how it will be reflected in their careers, or whether there is a change in the way they perceive the student-student process. In order for these points to be clarified, it is suggested that quantitative studies that reflect the results of the implementation should be examined in future research studies. (Contains 7 tables.)