A Mixed-Methods Evaluation of a Hybrid Course Modality to Increase Student Engagement and Mastery of Course Content in Undergraduate Research Methods Classes.
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 co...
| Publicado en: | Journal of Criminal Justice Education Vol. 32; no. 1; pp. 22 - 42 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
Mar2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=149149522&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 149149522 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10511253 DJ5 jtl: Journal of Criminal Justice Education issn: 10511253 maglogo: N pubinfo: dt: Mar2021 vid: 32 iid: 1 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 149149522 10.1080/10511253.2020.1831034 ppf: 22 ppct: 20 formats: tig: atl: A Mixed-Methods Evaluation of a Hybrid Course Modality to Increase Student Engagement and Mastery of Course Content in Undergraduate Research Methods Classes. aug: au: Ahlin, Eileen M. affil: School of Public Affairs, Penn State Harrisburg, Middletown, CT, USA su: Student engagement Teaching methods Undergraduate education Criminal justice education Criminal law education sug: subj: Student engagement Teaching methods Undergraduate education Criminal justice education Criminal law education keyword: blended learning distance learning Hybrid learning research methods student engagement in higher education blended learning distance learning Hybrid learning research methods student engagement in higher education ab: 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. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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