Faculty who teach online courses utilize a variety of methods to enhance their students' learning experience, such as quizzes, assignments, group projects, research papers, and discussion boards. This study investigates discrepancies between professor and student perspectives on how valuable these different methods are to learning in an online format. After gaining informed consent, the researchers in this study administered a short verbal survey to students who have taken online courses and to professors at multiple Kent campuses who have taught online. Responses will be analyzed using both descriptive and inferential statistics. The researchers intend to examine differences between students and professors in the amount of perceived value gained from different methods used in online courses, and predict that professors will give higher ratings for group projects and discussion boards compared to students.