Does Discussion Promote Learning Outcomes? Analysis of an Online Criminology Class: Research Note

Stack, Steven

doi:10.1080/10511253.2012.758752

Cited by 12 publications

(13 citation statements)

References 25 publications

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“…Grades on the first hour exam are used as a proxy independent variable for several constructs thought to predict student achievement. These constructs include academic ability, amount of academic effort, and the amount of time spent and/or available for studying course material (Stack, 2013). Data on these specific constructs were unavailable, but it is assumed they are at least partially captured by grades on the first hour exam.…”

Section: Methodsmentioning

confidence: 99%

Learning Outcomes in an online vs traditional course

Stack

2015

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Self Cite

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Relative enrollment in online classes has tripled over the last ten years, but the efficacy of learning online remains unclear. While two recent Meta analyses report higher exam grades for online vs. traditional classes, this body of research has been marked by two recurrent limitations: (1) a possible problem of selection bias wherein students self select the mode of course delivery and (2) a relative lack of proctoring of exams in online sections. Both of these confounders contribute to observed differences in performance. The present study addresses these limitations. Data refer to 64 students enrolled in criminology classes at a Carnegie research extensive university. Due to an administrative error in the course schedule, which failed to list one section as online, students were unable to self select into the online section, creating a rare opportunity for quasi randomization of students into sections. Both sections were taught by the same instructor. The dependent variable is the score on the standardized final examination. All exams were proctored by the instructor. The central independent variable is method of delivery of content: online vs. the traditional classroom. Controlling for other constructs, there was no significant difference between exam scores. Also, student evaluations did not differ between sections. Controlling for selection effects and the proctoring of exams, the academic performance of online students was the same as that of traditional students. Future work is needed for other courses, other fields, and other types of academic institutions.

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Section: Methodsmentioning

confidence: 99%

Learning Outcomes in an online vs traditional course

Stack

2015

ger

Self Cite

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“…Research should quantify student engagement by building in assessments to measure engagement with course material and the achievement of learning outcomes (see Lin & Huang, 2018). Engagement could manifest as assessing time spent on task (see Means et al, 2013;Stack, 2013). Despite these limitations, this study provides a first step in understanding how students perceived a hybrid modality as supporting their engagement with course material, while also demonstrating increased student mastery of the course content.…”

Section: Discussionmentioning

confidence: 96%

“…The hybrid modality, which uses technology to encourage active learning, may have also done a better job of capturing student attention, increasing interest in the class, and easing anxiety about the material. Online components to education can serve to reduce psychological barriers to participating in class, freeing students to more fully engage with the material and their peers (see Braun, 2008;Gilbert, Schiff, & Cunliffe, 2013;Hummer, Sims, Wooditch, & Salley, 2010;Stack, 2013).…”

Section: Discussionmentioning

confidence: 99%

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A Mixed-Methods Evaluation of a Hybrid Course Modality to Increase Student Engagement and Mastery of Course Content in Undergraduate Research Methods Classes

Ahlin

2020

Journal of Criminal Justice Education

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An undergraduate Research Methods in Criminal Justice class was taught in two different modalities, traditional and hybrid, over 8 semesters. The hybrid course sought to increase student engagement through student-driven active learning modules delivered online while maintaining mastery of course content. Using a mixed-methods research design, engagement with course material was evaluated by assessing a mid-semester student survey in the hybrid offerings and comparing the two modalities using qualitative and quantitative data from end of semester student ratings of teaching effectiveness. Mastery of course content was assessed by comparing exam scores between the two modalities. Qualitative data suggest greater course engagement among students enrolled in the hybrid sections. A quantitative analysis revealed significantly higher average mean test scores among students in the hybrid group across all three exams. The paper concludes with suggestions for future research and extensions of the hybrid modality to other criminal justice courses.

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“…Grades on the fi rst 1-hr. examination were used as a proxy independent variable for several constructs thought to predict student achievement: academic ability, amount of academic effort, and the amount of time spent and/or available for studying course material ( Stack, 2013 ). Data on these specifi c constructs were not available, but it is assumed they are at least partially captured by grades on the fi rst 1-hr.…”

Section: Methodsmentioning

confidence: 99%