A COMPARATIVE CASE STUDY OF THE QUALITY OF LEARNING EXPERIENCE BETWEEN TRADITIONAL CAMPUS AND ON-LINE DISTANCE LEARNING AT A MASTERS LEVEL. This study compares the quality of learning experiences of traditional campus students to those of distance on-line students studying at a Masters level. Using an adapted version of “The theory of on-line learning quality” five dimensions of interaction were compared to determine if there was a significant statistical difference between both learning methods. The study took place within a Masters level program, in Linnaeus University, Sweden. The five dimensions of interaction included in the study are Instructor-Learner, Learner-Learner, Learner-Content, Learner-Interface, and Social Interaction. Using these dimensions of interaction to determine the quality of learning experience a questionnaire survey was designed for the students enrolled in the program. Answers to the survey questions used a Likert-scale schema for responses. A Mann-Whitney U-Test was performed on the response results. The results of the study found that there was little statistical difference between the quality of learning experience of traditional campus students to that of on-line distance students. The two survey questions which did show a statistical difference were related to the Instructor-Learner and Social dimensions of interaction. In a dual learning program of this type, recommendations are made to include a teaching assistant with responsibilities for monitoring on-line participation during live lectures.