Publication Type: Conference Paper/Unpublished Manuscript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.