Author's Keywords: on-line classes, hybrid classes, comparative politics	Convention Need a solution for abstract management? All Academic can help! Contact us today to find out how our system can help your annual meeting. Submission - Custom fields, multiple submission types, tracks, audio visual, multiple upload formats, automatic conversion to pdf. Review - Peer Review, Bulk reviewer assignment, bulk emails, ranking, z-score statistics, and multiple worksheets! Reports - Many standard and custom reports generated while you wait. Print programs with participant indexes, event grids, and more! Scheduling - Flexible and convenient grid scheduling within rooms and buildings. Conflict checking and advanced filtering. Communication - Bulk email tools to help your administrators send reminders and responses. Use form letters, a message center, and much more! Management - Search tools, duplicate people management, editing tools, submission transfers, many tools to manage a variety of conference management headaches! Click here for more information.
Association: Name: APSA Teaching and Learning Conference URL: http://www.apsanet.org
Citation: URL: http://www.allacademic.com/meta/p101324_index.html Direct Link: HTML Code:

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>. 2009-05-25 <http://www.allacademic.com/meta/p101324_index.html>

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>. 2009-05-25 from http://www.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Publication Type: Conference Paper/Unpublished Manuscript Abstract: In this study we compare participation and learning outcomes of students taking the introductory comparative politics class in three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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