Student Perceptions of Online vs. Face-to-Face Learning in Criminal Justice: Considering the Ethical Implications of Disparities

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Author(s): Alicia Marie Godoy (University of Houston – Downtown, USA)and Rebecca Pfeffer (University of Houston – Downtown, USA)
Copyright: 2021
Pages: 15
Source title: Research Anthology on Developing Effective Online Learning Courses
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-8047-9.ch063

Keywords: Curriculum Development and Instructional Design / Education / Information Science Reference / Web-Based Teaching & Learning

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Abstract

This chapter provides an overview of the findings from a study of students at a four-year university who were surveyed about their experiences learning in both online and face-to-face modalities. While some students reported perceived equitableness between their experiences in online and face-to-face classes, there were some findings that demonstrated the need for further inquiry. Of note, the majority (61%) of students indicated that they learned more or much more in face-to-face classes than online. Students in online classes were also much less likely to make use of faculty office hours or, in some cases, to even have contact with their professors at all. This chapter concludes with a discussion of the ethical issues corresponding to the disparity between online and traditional learning modalities.

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Student Perceptions of Online vs. Face-to-Face Learning in Criminal Justice: Considering the Ethical Implications of Disparities

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