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In-class vs. On-line and Hybrid Class Participation and Outcomes:Teaching the Introduction to Comparative Politics Class
Unformatted Document Text:  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.## email not listed ## And James Bourbeau Department of Political Science University of Connecticut James.## email not listed ## 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. Paper prepared for delivery at the Annual APSA Conference on Teaching and Learning, Washington, D.C. February 18 – 20, 2006 1

Authors: Vengroff, Richard. and Bourbeau, James.
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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
And
James Bourbeau
Department of Political Science
University of Connecticut
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.
Paper prepared for delivery at the Annual APSA Conference on Teaching and Learning,
Washington, D.C. February 18 – 20, 2006
1


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