Audiences and outcomes in online and traditional American government classes: a comparative two-year case study.
A study was conducted to examine the differences inherent in the teaching of “American National Government” via the Internet and in a traditional lecture/discussion format. It was noted that a wide variety of literature exists to suggest that the mode of teaching has little relevance. Data were dr...
| Published in: | PS: Political Science & Politics Vol. 34; no. 1; pp. 135 - 142 |
|---|---|
| Main Authors: | , |
| Format: | Article |
| Published: |
Cambridge University Press
March 2001
|
| Subjects: | |
| Online Access: | View this record in EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=510179554&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 510179554 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 10490965 PSP jtl: PS: Political Science & Politics issn: 10490965 maglogo: N pubinfo: dt: March 2001 vid: 34 iid: 1 pid: 15979 pub: Cambridge University Press artinfo: ui: 510179554 10.1017/S104909650100021X ppf: 135 ppct: 7 formats: tig: atl: Audiences and outcomes in online and traditional American government classes: a comparative two-year case study. aug: au: Botsch, Carol S. Botsch, Robert E. su: Internet in education United States politics & government -- Study & teaching Distance education sug: subj: Internet in education United States politics & government -- Study & teaching Distance education ab: A study was conducted to examine the differences inherent in the teaching of “American National Government” via the Internet and in a traditional lecture/discussion format. It was noted that a wide variety of literature exists to suggest that the mode of teaching has little relevance. Data were drawn from a quasi-experimental field study conducted in late 1997 on students' characteristics and their changes in political knowledge and attitudes. The findings indicated that the Web classes did not produce significantly higher grades or suffer from higher dropout rates than the traditional classes, although a substantial difference existed in how students perceived the difficulty of the courses. It was concluded that Web classes in American government are at least as effective as traditional class models in developing healthier, more active, and knowledgeable minds. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|