Comparing Course Modalities for Religious Education Outcomes
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| Title: | Comparing Course Modalities for Religious Education Outcomes |
|---|---|
| Language: | English |
| Authors: | Anthony Sweat, Kenneth Plummer, John Hilton III, Stephan Taeger, Ross Larsen, Stephanie Dibb Sorensen, Abigail Norton |
| Source: | Religious Education. 2025 120(3):277-293. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | College Students, Religious Education, Learning Modalities, In Person Learning, Electronic Learning, Synchronous Communication, Distance Education, Asynchronous Communication, Blended Learning, Peer Relationship, Teacher Student Relationship, Sex, Grade Point Average, Student Motivation, Preferences, Outcomes of Education |
| DOI: | 10.1080/00344087.2025.2477905 |
| ISSN: | 0034-4087 1547-3201 |
| Abstract: | This study statistically analyzes data from 241 university students in the same religion course during the same semester, with the same instructor, enrolled in four different course modalities: face-to-face, blended, synchronous online, and asynchronous online. Across modalities, students received identical course content and assessments. When statistically controlling for gender, incoming GPA, modality motivation, teacher rapport, and peer connectedness, data indicate no significant differences across modalities on overall course score, final exam, student course ratings, or religious outcomes. Implications of this research are analyzed and discussed, including limitations of specific circumstance, population homogeneity, and sample size. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1493717 |
| Database: | ERIC |
| Abstract: | This study statistically analyzes data from 241 university students in the same religion course during the same semester, with the same instructor, enrolled in four different course modalities: face-to-face, blended, synchronous online, and asynchronous online. Across modalities, students received identical course content and assessments. When statistically controlling for gender, incoming GPA, modality motivation, teacher rapport, and peer connectedness, data indicate no significant differences across modalities on overall course score, final exam, student course ratings, or religious outcomes. Implications of this research are analyzed and discussed, including limitations of specific circumstance, population homogeneity, and sample size. |
|---|---|
| ISSN: | 0034-4087 1547-3201 |
| DOI: | 10.1080/00344087.2025.2477905 |
