This study analyzes empirical evidence that compared face-to-face and online education. A meta-analysis points to various gaps in research, including how policy and curriculum development should be guided in this fast-moving education medium. Significant gaps remain, especially in the area of adaptability of both faculty and students to various forms of online education. Conversely, as students are increasingly diverse, bringing a range of backgrounds, expectations, and culturally specific interactions to the table, how is online learning shaping the new classroom? Using a systematic review of the literature, we attempt to answer this question. Our findings showed no significant difference between onsite and online courses. The study also affirmed that the most important aspects when considering online education are the course design and delivery -- specifically, through greater alignment between technology and pedagogy.