Literaturnachweis - Detailanzeige
| Autor/inn/en | Brown, Christopher L.; Grussendorf, Jeannie; Shea, Michael D.; DeMas, Clark J. |
|---|---|
| Titel | Changing the Paradigm? Creating an Adaptive Course to Improve Student Engagement and Outcomes in Introductory Political Science Classes |
| Quelle | In: Journal of Political Science Education, 18 (2022) 3, S.301-326 (26 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Brown, Christopher L.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1551-2169 |
| DOI | 10.1080/15512169.2022.2069573 |
| Schlagwörter | Active Learning; Political Science; Introductory Courses; Courseware; Comparative Analysis; Academic Achievement; Student Attitudes; Correlation; Online Courses; Academic Rank (Professional); Teaching Methods; Learner Engagement; Outcomes of Education; Undergraduate Students; Large Group Instruction |
| Abstract | Adaptive learning (AL) courseware holds promise for helping break down challenges students face in college. In 2016-2017 we developed an AL Political Science course, Global Issues, implemented it across 51 classes and more than 5,200 students over the next two academic years, and initiated a study to assess student perceptions and performance. In each semester, except spring 2018 when half the sections used non-AL courseware, all sections were taught using the AL courseware. Across these AL sections and on every question in a survey of student perceptions, students gave highly positive perceptive ratings of the courseware. In the spring 2018 assessment of the AL courseware versus non-AL courseware, the perceptive differences between the adaptive and non-adaptive sections were statistically significant on 12 of 14 questions (though the difference in online classes was not significant and we found significant differentiation based on instructor rank). As for student performance, the difference between AL and non-AL classes again showed overall significance, though with marked between-instructor differences and again not in online classes. It is also important to note that first-year status informed the performance results, and the average DFW rate fell significantly once the AL courseware was introduced. Our findings support the case that AL courseware can be one tool that helps provide a useful foundation for student progression, satisfaction, and performance. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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