On-Campus versus Hybrid Courses in a Master of Public Administration Program

Nollenberger, Karl

doi:10.1080/15236803.2017.12002273

Cited by 12 publications

(9 citation statements)

References 7 publications

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“…The present study extends the current knowledge base on student engagement in hybrid courses by assessing student perceptions of their engagement with a Research Methods in Criminal Justice course (see Baxter & Ely, 2020;Nollenberger, 2017). This study also provides a much-needed objective assessment of student learning outcomes by comparing exam scores for students enrolled in the traditional, face-to-face and hybrid course offerings.…”

Section: Contributions Of the Current Studymentioning

confidence: 82%

“…This study uses data to test two hypotheses. These hypotheses are based on extant research that identifies a hybrid course modality as contributing to significant improvements in student engagement through active learning (see Baxter & Ely, 2020;Jackson & Helms, 2008;Luna & Winters, 2017;Means et al, 2013;Nollenberger, 2017). The hypotheses are:…”

Section: Contributions Of the Current Studymentioning

confidence: 99%

“…As more disciplines adopt hybrid course modalities, evaluations of their effectiveness are beginning to emerge. For example, several studies demonstrate that students believe hybrid courses, particularly ones that contain active learning components, contribute to their learning (Baxter & Ely, 2020;Jackson & Helms, 2008;Nollenberger, 2017;Sellnow-Richmond, Strawser, & Sellnow, 2020). Such qualitative data are essential to our understanding of student buy-in as an increasing number of classes adopt a hybrid modality.…”

Section: Introductionmentioning

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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Section: Contributions Of the Current Studymentioning

confidence: 82%

Section: Contributions Of the Current Studymentioning

confidence: 99%

Section: Introductionmentioning

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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“…The development of Information Technology brings changes and new possibilities in the ways of knowledge acquisition which takes place and is accpted by students and it starts to be a new norm, whether teachers or universities like it or not (Schindler et al, 2017;Wang, 2017;Blau and Shamir-Inbal, 2017). Online and hybrid learning has increased significantly (Nollenberger, 2017). IT expansion influenced all areas of teaching-learning proces and brouhgt new methods (Quan et al, 2017).…”

Section: Ict In Higher Educationmentioning

confidence: 99%

“…Those interactions are evaluated by students as supportive for achievement of learning outcomes. Moreover, according to Nollenberger (2017), students precieve the combination of on-campus and online classes as highering the value of their learning experience. According to Wang (2017), flipped classroom can promote engagement and achievement if a course design attract students.…”

Section: Ict In Higher Educationmentioning

confidence: 99%

Preferable Course of Study and Learning Support by Business University Students

Vnoučková

Urbancová

2019

Acta Univ. Agric. Silvic. Mendelianae Brun.

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Assessment of higher education is a multifaceted and multidimensional concept. Therefore this paper focuses on assessment of preferences by business university students. The aim of this paper is to identify preferable course of study and benefits of business higher education in case private business university. The paper shows how students perceive and evaluate study support by modern information and communication technologies and identifies most important areas of their preferences during studies. The results are based on a quantitative survey by questionnaire data collection from all students of surveyed Business University. Descriptive statistics, correlation analyisis, analysis of differences and factor analysis was conducted to find responses from students regarding their perception of the educational process. The analysis found groups of variables with significant appearance of students’ main preferences. The results show orientation of students on benefits of university education mostly in career development (p = 0.000). Prefered curiculum of graduates most importantly contains independent work, significant position at job market and self management. In the area of study support students mostly prefer flexibility and availability of study texts and materials online using mobile applications (Cramer’s V = 0.314, p = 0.013). Other significant group of students focus on expert teachers and knowledge and online / mobile consultaions. The results may help to set up students’ support in order to address current students’ needs and expectations.

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Transition to Digital Classrooms: Learning on One’s Own

Momen¹

2023

Coronavirus Pandemic &Amp; Online Education

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On-Campus versus Hybrid Courses in a Master of Public Administration Program

Cited by 12 publications

References 7 publications

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

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

Preferable Course of Study and Learning Support by Business University Students

Transition to Digital Classrooms: Learning on One’s Own

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