Audiences and Outcomes in Online and Traditional American Government Classes Revisited

Autor/inn/en	Botsch, Robert E.; Botsch, Carol S.
Titel	Audiences and Outcomes in Online and Traditional American Government Classes Revisited
Quelle	In: PS: Political Science and Politics, 45 (2012) 3, S.493-500 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-0965
DOI	10.1017/S104909651200042X
Schlagwörter	Political Attitudes; Faculty Workload; United States Government (Course); Audiences; Dropout Rate; Conventional Instruction; Online Courses; Web Based Instruction; Attitude Change; Comparative Analysis; Pretests Posttests; Longitudinal Studies; Outcomes of Education; Instructional Effectiveness; College Instruction; College Students; Student Attitudes; Newspapers + Suchen Sie Ihr Suchwort? Political attitude; Politische Einstellung; Spectator; Zuschauer; Online course; Online-Kurs; Web Based Training; Attitudinal change; Einstellungsänderung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Unterrichtserfolg; Hochschullehre; Collegestudent; Schülerverhalten; Newspaper; Zeitung
Abstract	In 1997 we first offered American government classes online as well as face-to-face classes. We administered pre- and posttests to our students to measure their general knowledge of American government, political attitudes, demographics, and some behaviors. Following an initial report in 2001, we continued to gather data for 10 more years; this current study covers nearly 3,200 students during 13 years. We examine the sample as a whole and changes in audiences and outcomes, over time, for the two teaching formats. Although the kinds of students taking online classes have become more similar, a few differences persist. Learning outcome differences continue to be insignificant. Neither format has a clear advantage in students' changes in attitudes, but the online classes increased students' newspaper reading. Class dropout rate and faculty workload both favor face-to-face classes, but flexibility in scheduling and student demand clearly favor online classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10