Abstract
Given the increased interest in incorporating technology into university instruction, this exploratory archival study examined whether graduate students, most of whom were enrolled in a School Psychology program, performed better and evaluated instruction differently in a traditional face-to-face section (n = 35) or a hybrid section (n = 27) of a Child and Adolescent Psychopathology course. Results suggest that students receiving traditional and hybrid instruction performed similarly on their midterm exam, final exam, and overall course grade, and also provided similar ratings of various instructional aspects of the course (e.g., lectures, assignments, videos). Students in the hybrid section also provided written feedback that may be helpful to instructors who are considering incorporating technology into their courses. Themes discerned from students’ feedback included: Convenience and Flexibility, Access to Online Lectures, Reflection Papers, Technology Challenges, and Amount of Material.
