利用自然实验评估公共和非营利行政管理专业学生的学习成果:示范

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Reynold V. Galope, Robert Bilyk, Daniel Woldeab
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引用次数: 0

摘要

本研究利用自然实验来确定在线和面授公共与非营利行政管理课程之间学生学习成果的等同性和/或差异性。因此,本研究的主要贡献在于方法论。我们将使用新的数据集和估算方法,重新审视在线与课堂的争论--面对面授课仍然是向学生传授课程内容的最有效方法。我们的研究解决了这一因果推论问题:课程讲授形式会影响学生的学习吗?在因果关系研究中,排除其他解释的最稳健的实证策略是实验法。在本研究中,我们没有采用实验研究设计或任何标准技术,例如回归分析,供项目评估人员或政策分析人员使用。相反,我们利用了课堂环境中自然发生的现象,使在线和课堂形式下的学生特征在统计上近似相等,并满足了处理变量的外生性假设。它更实际的贡献在于利用学习理论和在线教学法的新研究来讨论研究的结论以及对在线编程、教学和项目协调的影响。我们开发了反馈作为教学理念或方法,以缩小完全异步在线和完全面授公共管理课程学习效果之间的差距。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploiting a natural experiment in assessing student learning outcomes in public and nonprofit administration: A demonstration
This study exploits a natural experiment to establish the equivalence and/or difference in student learning outcomes between online and face-to-face public and nonprofit administration courses. Its main contribution is thus methodological. We will reexamine the online v. classroom debate - the face-to-face lecture is still the most effective method to deliver course content to students - using a new dataset and estimation approach. Our research addresses this causal inference question: Does the format of course delivery impact student learning? The most robust empirical strategy to rule out alternative explanations in causal studies is the experimental approach. In this study, we did not employ the experimental research design or any standard techniques, for example, regression analysis, available to the program evaluator or policy analyst. Instead, we exploited a naturally occurring phenomenon in a classroom environment to approximate statistical equivalence in the characteristics of students in the online and classroom formats and satisfy the exogeneity assumption of the treatment variable. Its more practical contribution is the use of learning theory and new research in online pedagogy to discuss the study’s conclusions and implications for online programming, instruction, and program coordination. We developed the feedback as teaching philosophy or approach to close the gap between the learning outcomes of completely asynchronous online and entirely face-to-face classes in public administration.
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来源期刊
Teaching Public Administration
Teaching Public Administration EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.30
自引率
23.50%
发文量
27
期刊介绍: Teaching Public Administration (TPA) is a peer-reviewed journal, published three times a year, which focuses on teaching and learning in public sector management and organisations. TPA is committed to publishing papers which promote critical thinking about the practice and process of teaching and learning as well as those which examine more theoretical and conceptual models of teaching and learning. It offers an international forum for the debate of a wide range of issues relating to how skills and knowledge are transmitted and acquired within public sector/not for profit organisations. The Editors welcome papers which draw upon multi-disciplinary ways of thinking and working and, in particular, we are interested in the following themes/issues: Learning from international practice and experience; Curriculum design and development across all levels from pre-degree to post graduate including professional development; Professional and Taught Doctoral Programmes; Reflective Practice and the role of the Reflective Practitioner; Co-production and co-construction of the curriculum; Developments within the ‘Public Administration’ discipline; Reviews of literature and policy statements.
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