This study outlines the intraclass differences between online and traditional student end-of-course critiques (EOCCs) only in the context of resident courses. Previous research into these differences appears limited to studies that compare entire classes rather than studies within any given class. Hypotheses are stated that the administration method has an effect on: how students will rate EOCCs, EOCC response rates, and, the detail level, favourability level and number of EOCC comments. In this field experiment, students in resident business courses at a large university comprised the sample. Individuals from within each class were randomly assigned either to a control group that completed a traditional paper-based EOCC or to an experimental group that completed a similar EOCC online. Comments were coded with regard to the level of detail, favourability and total number of comments. Analysis of variance was used to compare the two groups with regard to ratings, comments and response rates. Online EOCCs had lower response rates, lower overall ratings, but more detailed comments. The methodology had no significant effect on the number or favourability level of comments. (Contains 3 tables.)