International Journal of Distance Education Technologies, 8(2), 1-13, April-June 2010 1 Copyright © 2010, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Keywords: Classroom Learning, Critical Thinking, Distance Education, Online Learning, Technology and Learning Technology-Enhanced Learning, Traditional Learning introduCtion Untold studies have looked at the effect of courses delivered in a traditional classroom setting, using traditional delivery methods versus courses delivered with some technology integration, usually in the form of PowerPoint presentations within the classroom and, in some cases, Internet access, to courses at the far end of the spectrum taught via distance education technologies (Wittrock, 1986; O’Shea & Self, 1983; McEuen, 2001; Chism, 2004; Barak, Harwood, & Lerman, 2007; Yeh, 2009). Da- vis (1989) has shown that system use is tied to user’s perceptions, while Keengwe (2007) technological supports for onsite and distance education and students’ Perceptions of acquisition of thinking and team-Building skills Jennifer D. E. Thomas, Pace University, USA Danielle Morin, Concordia University, Canada aBstraCt This paper compares students’ perceptions of support provided in the acquisition of various thinking and team-building skills, resulting from the various activities, resources and technologies (ART) integrated into an upper level Distributed Computing (DC) course. The fndings indicate that students perceived strong sup- port for their acquisition of higher-order thinking skills and team-building skills from the offine resources, but moderate support from the online resources and technologies provided in the course, which was in opposition to the grades received. It also seems that those in the traditional computer lab setting perceived online resources as more supportive of higher-order thinking skills than those in other sections and those in the electronic classroom perceived the least support. The results were mixed for team-building skills and for offine resources support for higher-order thinking skills. In particular, distance students deemed the text and material in Blackboard less important for developing these skills than onsite students. DOI: 10.4018/jdet.2010040101