Does Modality Matter? Evaluating the Effects of In-Person and Online Simulations on Student Learning in Introductory Classes
By Anthony Chergosky, Agatha Hultquist and Adam Van Liere, University of Wisconsin – La Crosse
A new study examines whether simulations produce comparable learning outcomes in online and in-person course modalities. Researchers compared student performance in three introductory political science courses, each in a different subfield. Each course used a different simulation, and each simulation was implemented in both modalities. Through varied assessments, the study found no significant differences in learning outcomes. Student surveys showed that online students appreciated the flexibility and opportunity for individual reflection, while in-person students emphasized the value of peer collaboration and discussion. These findings suggest that simulations can be effectively adapted to different formats, with each modality offering distinct advantages for student engagement.
The Journal of Political Science Education is an intellectually rigorous, path-breaking, agenda-setting journal that publishes the highest quality scholarship on teaching and pedagogical issues in political science. The journal aims to represent the full range of questions, issues and approaches regarding political science education, including teaching-related issues, methods and techniques, learning/teaching activities and devices, educational assessment in political science, graduate education, and curriculum development.