Vengroff and Bourbeau, 2006
In-class vs. On-line and Hybrid Class Participation and Outcomes:
Teaching the Introduction to Comparative Politics Class
Introduction
As noted by a number of scholars, web based instruction may produce positive outcomes
when compared to more traditional classroom instruction (Schaeffer 2005, Rigou, Sirmakessis
and Tsakalidid 2004, Webb, Jones and Barker 2004). It is suggested by Schaeffer that hybrid
versions, combining on-line and traditional classroom methods are potentially even more
effective. In this paper the authors assess in a preliminary fashion, the relative advantages and
disadvantages of a traditional, lecture/discussion based introductory course in comparative
politics with an Internet-mediated version of essentially the same course. In addition, some
preliminary comparisons are made with a hybrid version of the course in which the traditional
class approach was combined with web based discussions and postings.
There is a growing literature on computer – mediated courses and discussions from a
wide range of academic disciplines. Strauss and McGrath (1994) find few differences between
the quality of student work in face to face and computer – mediated discussions. However, they
find that while the computer-mediated course actually produced better results, the overall
satisfaction of the students was considerably lower. Krois (2004) finds that students score higher
on exams in online courses, but this could be attributed to the differences in the administration of
exams. Scifres, Gundersen, and Behara (1998) have similar findings, noting that the quality of
work in computer-mediated groups was higher, but that productivity and student satisfaction
were lower.
For this study, we focus on the differences between students’ participation in lecture and
computer-mediated versions of the same course. One study worth noting suggests that the online
format forces students to take an active role in all aspects of the course (Pollack and Wilson,
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Convention