While these principals were designed around undergraduate courses, many of these principals are accepted as good practice across all age-levels, including K-12 (NGSS, 2012). However, it is important to note that these have been designed with traditional, in-person courses in mind.
To build on this work, \citet{duffy2000} reviewed four university distance education courses, mapping \citet{chickering1987seven} principles of good practice against what was observed in these online courses. They argue that these 7 principles can and should also be applied in online courses. By way of the technology hat was available at the time, these courses were generally taught asynchronously, so while each principle exists in distance education courses, their manifestation will be different. This means that, when done appropriately, both in-person and distance education courses are equally effective. This has been confirmed through a review of literature comparing traditional with distance education courses by \citet{Bernard_2004}. One of their main conclusions was that in-person and online courses provide different opportunities and experiences that can be harnessed to maximize student learning, particularly where synchronous and asynchronous instruction is involved.