Research in Action: Student Perceptions of Active Learning in Criminal Justice Research Courses

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

“…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.…”

“…The student perception findings of this study are consistent with the extant literature. Some students were not fond of hybrid learning and preferred a face-to-face modality, though most respondents expressed positive attitudes toward the hybrid course (see also Baxter & Ely, 2020). By moving the participation activities online, each student enrolled in a hybrid section of the course was required to engage with each studentdriven active learning module because they were delivered online rather than in the classroom.…”

“…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:…”

“…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.…”