The purpose of this quantitative study was to compare the educational effectiveness of online versus in-class computer literacy courses, and examine the impact, if any, of student demographics (delimited to gender, age, work status, father and mother education, and enrollment status). Institutions are seeking ways to produce technologically literate students, increase enrollments and reduce costs. Students are looking for classes that are convenient and perhaps easier. The educational modality and instructional mobility of online course offerings appear to meet these needs. The College of Southern Idaho (CSI) is a comprehensive community college located in southern Idaho. CSI's desire to graduate computer literate students led to the implementation of a Computer Literacy Requirement followed by the development of online and in-class Computer Literacy Skills Development courses, and ultimately the standardization of a Computer Information Systems Application (CISA) 101 course. For this study, CISA 101 Final Exam scores and student demographics were analyzed across five semesters. Data were obtained from the CSI Office of Institutional Research and consisted of 893 student records. The sample population consisted of 893 exam scores and corresponding student demographics. Research Question 1 revealed there was no statistically significant difference between online exam scores and in-class exam scores at the 0.05 level. Research Question 2 revealed there was a statistically significant difference between exam scores based on student gender, also at the 0.05 level. One-way and two-way Analysis of Variance (ANOVA) and a Pearson product-moment correlation coefficient analyses revealed no other statistically significant differences relative to student demographics. The sample population consisted of 301 exam scores and corresponding student demographics for Research Question 3, which sought to explore educational effectiveness and demographic differences among students who took the CISA 101 course from a single instructor. Analysis revealed there was a statistically significant difference between exam scores based on enrollment status (i.e., not first semester or first semester and online course status). The findings of this study supported the overall proposition that online courses are as educationally effective as in-class courses. The findings of this study also add further support to the literature in terms of gender differences associated with student learning. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]