Blog Consumption and International Relations

Autor/in	Allen, Michael A.
Titel	Blog Consumption and International Relations
Quelle	In: Journal of Political Science Education, 12 (2016) 2, S.169-185 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2015.1071264
Schlagwörter	International Relations; Electronic Journals; Political Science; Use Studies; Current Events; Academic Achievement; Multiple Choice Tests; Introductory Courses; Comparative Analysis; Least Squares Statistics; Regression (Statistics); Achievement Gains; Student Surveys; Assignments; Educational Benefits; Outcomes of Education; College Students; Idaho + Suchen Sie Ihr Suchwort? Internationale Beziehungen; E-Journal; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Benutzerschulung; Aktualität; Schulleistung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Einführungskurs; Regression; Regressionsanalyse; Achievement gain; Leistungssteigerung; Schülerbefragung; Assignment; Auftrag; Zuweisung; Bildungsertrag; Lernleistung; Schulerfolg; Collegestudent
Abstract	International relations professors have sought to incorporate current events into their curriculum through various mechanisms. A traditional way to incorporate the news into the classroom is to have students either subscribe and read a particular newspaper or watch the nightly news and hold them responsible for that information. However, with the growing body of professional political science blogs available to the general public, we now have access to immediate current-event updates framed through the lens of political science. This article tests to see if having students regularly read professional political science blogs increases student achievement on multiple-choice exams when compared to students that were not following blogs in introductory to international relations courses. While controlling for other factors, the regression models demonstrate a 5% increase in performance on later exams by blog-consuming students over those who were not required to read blog posts. These results indicate that, in addition to other factors, there are pedagogical reasons to encourage (rather than prohibit) political science scholars from blogging. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01