Comparing Student Outcomes in Blended and Face-to-Face Courses

inverting the large lecture class: active learning in an introductory international relations course

“…This has been similar to some ICM applications (e.g. Love et al, 2013;Roscoe, 2012) which found that students in inverted courses performed better in the exercises of the preparatory and attendance phases, although final exam results were not different than that of students in the traditional format. However, we should not overstate the validity of our results -the module mark is determined through a comprehensive oral exam covering both the lecture and the seminar that the students attend.…”

“…Jenkins (2015) reports that her students indicated a preference for the partially flipped format over a traditional lecture. Roscoe (2012) found no significant difference in learning outcomes between students who regularly attended the attendance phase and those who watched lectures online in a blended version. These examples support results from other ICM evaluations (Cieliebak, 2014: 6 f.) and emphasise the possible advantages of the format in political science teaching.…”

“…Examples from political science include several statistics courses (Goerres et al, 2015;Touchton, 2015), a partially inverted introductory American politics class with 140 students (Jenkins, 2015) and an upper-level political science course (Roscoe, 2012). Touchton reports that students indicated a preference for the ICM over a traditional lecture format at the end of the course.…”

Building Rapport to Improve Retention and Success in Online Classes

“…Thus, some scholars have suggested that the difference in retention rates between online and in-person classes is due to the lack of contact between faculty and students (Betts 2009;Boling et al 2012). Scholars have even found a significant difference in students' sense of community in blended verses entirely face-to-face courses (Roscoe 2012).…”

Assessing the Impact of Role Play Simulations on Learning in Canadian and US Classrooms

“…Active learning is a more focused form of experiential learning in which students are required to participate actively in some fashion in the classroom (Cox ). In this setting, following a constructivist educational approach, “learners must play an active role in learning; instructors can only be facilitators,” rather than the more traditional objectivist approach through which the instructor transfers knowledge to the student who remains in a passive role (Roscoe :3). Thus, simulations are “open ended situations with many interacting variables” that “can provide a model of a real world environment” (Ingram and Jackson :298).…”