Teaching Political Science Research Methods across Delivery Modalities: Comparing Outcomes between Face-to-Face and Distance-Hybrid Courses

Autor/inn/en	Daigle, Delton T.; Stuvland, Aaron
Titel	Teaching Political Science Research Methods across Delivery Modalities: Comparing Outcomes between Face-to-Face and Distance-Hybrid Courses
Quelle	In: Journal of Political Science Education, 17 (2021), S.380-402 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Daigle, Delton T.) ORCID (Stuvland, Aaron)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2020.1760105
Schlagwörter	Comparative Analysis; Political Science; Teaching Methods; Outcomes of Education; Undergraduate Students; Research Methodology; Distance Education; Conventional Instruction; Dropouts; Academic Failure; Student Attitudes; Communities of Practice; Prediction; Instructional Effectiveness; Mathematics Anxiety; Blended Learning; Equal Education; Gender Differences; Majors (Students); Grade Point Average; United States Government (Course) + Suchen Sie Ihr Suchwort? Staatslehre; Politikwissenschaft; Politische Wissenschaft; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Research method; Forschungsmethode; Distance study; Distance learning; Fernunterricht; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Schülerverhalten; Community; Vorhersage; Unterrichtserfolg; Geschlechterkonflikt
Abstract	What delivery modality is most effective in teaching undergraduate, political science research methods? Using systematically collected data from two academic terms and employing a quasi-experimental design, this paper explores variation in learning outcomes between face-to-face and distance-hybrid course offerings. Variation in the dependent variable is observed through measuring attrition (drop or failure), course performance among those who pass, and course satisfaction. While any evidence of difference in attrition rates is marginal when controlling for sex, age, university experience, a background in similar coursework, or whether the course is taken by a major, there is no evidence that modality predicts performance among those who successfully complete the course. Distance-hybrid learners are less satisfied with the class overall, unless you control for knowledge gains, math anxiety, and especially social presence. Perceptions of a learning community predict satisfaction for learners across both modalities, but when modeled controlling for other subjective outcomes, we predict higher satisfaction for distance learners. This suggests that the best pathway to equalize outcomes across delivery modalities is to work hard to overcome the social presence gap experienced by students learning in a distance-hybrid environment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01