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In-class vs. On-line and Hybrid Class Participation and Outcomes:Teaching the Introduction to Comparative Politics Class

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Abstract:

In this study we compare participation and learning outcomes of students taking the introductory comparative politics class in three different formats, in the traditional, although technology based, classroom with a fully on-line course and a hybrid version. The classes we examine were taught by the same instructor with assistance by the same TA. All three classes were taught using WEBCT, Power Point Slides of the lectures, similar reading and research paper assignments, similar exams, and discussion groups. We provide a preliminary but systematic analysis of :
1. rates of class participation in discussions;
2. the quality of student comments and analysis of critical issues;
3. student performance on required papers;
4. understanding of key concepts in comparative politics, including a differentiation between more and less complex types of material;
5. student satisfaction with the instruction and class material.
The authors hypothesize that the student perceptions and learning outcomes for the two courses will differ significantly between the two introductory political science classes. We then examine some data from a hybrid version of the same course.

Most Common Document Word Stems:

student (94), class (84), discuss (56), cours (49), line (44), on-lin (43), instructor (37), post (32), polit (27), particip (27), tradit (26), compar (24), hybrid (23), paper (22), question (20), bourbeau (17), vengroff (17), group (17), 2006 (17), use (16), version (16),

Author's Keywords:

on-line classes, hybrid classes, comparative politics
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Name: APSA Teaching and Learning Conference
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MLA Citation:

Vengroff, Richard. and Bourbeau, James. "In-class vs. On-line and Hybrid Class Participation and Outcomes:Teaching the Introduction to Comparative Politics Class" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC, Feb 18, 2006 <Not Available>. 2013-12-17 <http://citation.allacademic.com/meta/p101324_index.html>

APA Citation:

Vengroff, R. and Bourbeau, J. , 2006-02-18 "In-class vs. On-line and Hybrid Class Participation and Outcomes:Teaching the Introduction to Comparative Politics Class" Paper presented at the annual meeting of the APSA Teaching and Learning Conference, Renaissance Hotel, Washington, DC Online <PDF>. 2013-12-17 from http://citation.allacademic.com/meta/p101324_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: In this study we compare participation and learning outcomes of students taking the introductory comparative politics class in three different formats, in the traditional, although technology based, classroom with a fully on-line course and a hybrid version. The classes we examine were taught by the same instructor with assistance by the same TA. All three classes were taught using WEBCT, Power Point Slides of the lectures, similar reading and research paper assignments, similar exams, and discussion groups. We provide a preliminary but systematic analysis of :
1. rates of class participation in discussions;
2. the quality of student comments and analysis of critical issues;
3. student performance on required papers;
4. understanding of key concepts in comparative politics, including a differentiation between more and less complex types of material;
5. student satisfaction with the instruction and class material.
The authors hypothesize that the student perceptions and learning outcomes for the two courses will differ significantly between the two introductory political science classes. We then examine some data from a hybrid version of the same course.

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Associated Document Available Political Research Online
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Associated Document Available APSA Teaching and Learning Conference

Document Type: PDF
Page count: 16
Word count: 4052
Text sample:
Vengroff and Bourbeau 2006 In-class vs. On-line and Hybrid Class Participation and Outcomes: Teaching the Introduction to Comparative Politics Class By Richard Vengroff Department of Political Science University of Connecticut Richard.vengroff@uconn.edu And James Bourbeau Department of Political Science University of Connecticut James.bourbeau@uconn.edu ABSTRACT In this study we compare participation and learning outcomes of students taking the introductory comparative politics class in three different formats in the traditional although technology based classroom with a fully on-line course and a hybrid
0.56 Interest Concern of Instructor for each student 9.05 1.22 78.9% 8.7 1.3 66.4% 0.35 Preparation of Instructor for each class 9 1.2 68.4% 9.2 0.8 85.0% -0.2 average first 11 items 8.60 63.6% 8.81 67.6% -0.207 university average = 8.5 for this level course *scores range from 1unacceptable to 10 outstanding 15 Vengroff and Bourbeau 2006 16


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