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Age, Gender, and Student Success: Mixing Face-to-Face and Online Courses in Political Science.

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Title: Age, Gender, and Student Success: Mixing Face-to-Face and Online Courses in Political Science.
Authors: Glazier, Rebecca A.1, Hamann, Kerstin2, Pollock, Philip H.2, Wilson, Bruce M.2 bruce.wilson@ucf.edu
Source: Journal of Political Science Education. Apr-Jun2020, Vol. 16 Issue 2, p142-157. 16p.
Subject Terms: *Higher education, *Political science education (Higher), *College curriculum, *College students
Company/Entity: University of Central Florida
Abstract: Once on the fringes of higher education, online learning is now mainstream. Today, there are fewer entirely online or entirely face-to-face students; increasingly, college students are taking courses in a variety of instructional formats. How might this new reality of diverse modalities affect student success? Does a greater or lesser proportion of online classes in a student's course load lead to different levels of success? And how might these outcomes be conditioned by demographic variables such as age and gender? We explore these questions using data from 761 students in the Political Science Department at the University of Central Florida (UCF), a large public university. Our findings indicate that overall student success varies by the specific mix of course delivery modalities students are enrolled in and is conditioned by demographic variables. For instance, the data show that younger female students tend to do well with any mix of course modalities, but older male students are less successful as they take a greater proportion of their courses online. These results indicate that a changing academic culture regarding online education may not affect all students equally. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Age, Gender, and Student Success: Mixing Face-to-Face and Online Courses in Political Science.
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  Data: *<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Political+science+education+%28Higher%29%22">Political science education (Higher)</searchLink><br />*<searchLink fieldCode="DE" term="%22College+curriculum%22">College curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink>
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  Data: Once on the fringes of higher education, online learning is now mainstream. Today, there are fewer entirely online or entirely face-to-face students; increasingly, college students are taking courses in a variety of instructional formats. How might this new reality of diverse modalities affect student success? Does a greater or lesser proportion of online classes in a student's course load lead to different levels of success? And how might these outcomes be conditioned by demographic variables such as age and gender? We explore these questions using data from 761 students in the Political Science Department at the University of Central Florida (UCF), a large public university. Our findings indicate that overall student success varies by the specific mix of course delivery modalities students are enrolled in and is conditioned by demographic variables. For instance, the data show that younger female students tend to do well with any mix of course modalities, but older male students are less successful as they take a greater proportion of their courses online. These results indicate that a changing academic culture regarding online education may not affect all students equally. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Political Science Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/15512169.2018.1515636
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      – SubjectFull: College students
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              Text: Apr-Jun2020
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