For 3 years, the Diagnostic and Evaluative Procedures course of an education college was offered by electronic mail as well as by a more traditional "chalk and talk" approach, enabling a comparison of the two approaches. In the electronic setting, papers were submitted and questions asked and answered electronically. In the traditional class, students were expected to attend and listen to prepared lectures or participate in class discussions or activities. For this evaluation , there were 78 participants in the electronic classes and 65 in the traditional classes. Both groups were pretested and posttested to assess knowledge of course content. No significant differences in knowledge gain were found between the classes, suggesting that it is possible to conduct the class electronically without loss of academic performance. Attachments include the description of the course, an evaluation survey, and analysis of co-variance results. (Contains 26 references.) (Author/SLD)