The purpose of this study was to design an online section of a university level general education dance course, and to determine if the effectiveness of the online delivery was at least equal to that of the face-to-face delivery as measured by student achievement on examinations. To accomplish this, the goals were: (1) to present evidence that the students' achievement outcomes within an online dance course were at least equal to that of the face-to-face course, (2) to assure that a newly developed online dance course could meet the standards of instructional quality, and (3) to seek expert opinion in the use of the ADDIE instructional design model. The creation of the four course modules was guided by key pedagogical concerns of social interaction and reflective collaboration in learning environments. This study examined whether quality instruction in a university dance program could be met through online course methods that promoted reflective and collaborative learning environments. There were two sections of this course, one experimental group (online) and one control group (face-to-face), delivered over a 16-week semester at a southeast Idaho public university. The ADDIE instructional design model was utilized to guide the creation of the online technology-based course and a modified Delphi technique was used to determine the effectiveness of the ADDIE model through expert opinion from a qualified panel of SMEs and IDEs. Student opinions (attitudes) of online teaching effectiveness (quality) were assessed through the administration of the Student Evaluation of Online Teaching Effectiveness (SEOTE), along with a researcher-adapted course evaluation survey, the Student Evaluation of Teaching Effectiveness (SETE). This research utilized a quasi-experimental non-equivalent control group design. Results from the data analysis indicated there was no statistically significant difference in student achievement between students enrolled in the online-technology-based section and those in the face-to-face section; there was no statistically significant perceived difference in the quality of instruction between students enrolled in the online section and those in the face-to-face section as measured by the SEOTE and SETE; and, the development of the online course met the ADDIE criteria as validated by SMEs and IDEs through the Delphi technique. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]