The notion of measuring the effectiveness of online learning in higher education began at least a half-decade ago when Web-based distance education started expanding at an exponential rate. Traditional quality measures associated with accreditation did not match the new climate of Internet-based teaching and learning (Parker, 2004). Multiple national and global pressures demanded that colleges and universities address issues of quality specifically related to distance Web-based courses and programs. Not the least of expectant stakeholders were state regulators and accrediting bodies. How could a teaching process so dissimilar to centuries of place-based, traditional classroom methods possibly embody quality education?