Open AccessBlended Instruction in Symbolic Logic
Author(s) -
Kevin M. Graham,
Brian Kokensparger
Publication year - 2021
Publication title -
the journal of scholarship of teaching and learning
Language(s) - English
Resource type - Journals
ISSN - 1527-9316
DOI - 10.14434/josotl.v21i2.27666
Subject(s) - mathematics education , blended learning , teaching philosophy , course (navigation) , action research , mathematical logic , computer science , face (sociological concept) , psychology , pedagogy , educational technology , sociology , engineering , programming language , aerospace engineering , social science
This study examines through action research whether blended instruction in an upper-level philosophy course in introductory symbolic logic can help undergraduate philosophy students to achieve better learning outcomes than undergraduate philosophy students in a traditional, face-to-face version of the same course. The authors conclude that the change from traditional instruction to blended instruction did have a positive and significant effect on student learning as measured in course grades and student assessment scores for one course learning objective, as well as a positive but non-significant effect on student assessment scores for two additional course learning objectives.