The purpose of this study was to measure the difference in achievement between those students enrolled in a beginning-level, university Algebra course in southeastern Idaho university the spring semester of 2012 who received an Algebra Exponents and Polynomials instructional unit in a traditional face-to-face setting and those students who received an identical Algebra Exponents and Polynomials instructional unit in an online instructional setting. The creation of the six online, multimedia-based course modules was guided by the ADDIE instructional design model (Analyze, Design, Develop, Implement, Evaluate) and utilized a Delphi technique to evaluate the first two phases (Analyze and Design) based on the review of a panel of subject matter experts (SMEs) and/or instructional design experts (IDEs). Using a delayed posttest control group only design, this research used the "Survey of Attitudes Toward Statistics" (SATS) concerning attitudes toward Algebra and a researcher-designed knowledge tests consisting of 20 multiple-choice items. The quantitative analysis was conducted through descriptive statistics and a repeated-measures one-way Analysis of Variance (ANOVA) statistical procedure to compare these two groups. Results of this study showed there was no statistically significant difference in attitudes toward Algebra. In relation to the knowledge acquisition of Exponents and Polynomials between the Control (traditional face-to-face) and Treatment (online) groups, there also was no statistically significant difference as reflected by the mean XIV scores on the post-knowledge surveys (Posttest 1). However, the knowledge mean scores of both Control and Treatment groups increased. The results also revealed there was no statistically significant difference in Posttest 2 scores after the online remediation between those college students in an online (Treatment) group who failed to reach the Algebra Exponents and Polynomials criterion level on Posttest I and those college students in a face-to-face (Control) group who failed to reach the criterion level on Posttest I. These results appear to indicate the students' achievement outcomes within the online module were at least equal to that of the face-to-face sections. This study may be of importance in providing college remedial mathematics instructors with procedures for using the ADDIE model, RLOs, the Delphi technique, and an LMS environment to design online remedial instruction. [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.]