Title

Assessing Computer Technology in the Criminal Justice Classroom: A Case Study

Abstract

Previous research examining computer-assisted teaching is inconclusive. Some studies find enhanced student performance while others find no difference from traditional-approach pedagogy. This case study compares student performance and course evaluations for computer-assisted and traditional-approach sections in three criminal justice courses: crime theory, criminal courts, and inequality in the justice system. Overall results indicate a significant difference between student performance in computer-assisted and traditional classes. Yet differences are not the same for each course. The theory course shows the least difference while the courts course had the greatest difference. Student evaluation data indicate computer-assisted activities are enjoyed, yet differences from traditional-approach sections are not significant. Questions for future research on the use of technology in teaching are raised.

Department(s)

Criminology and Criminal Justice

Document Type

Article

DOI

https://doi.org/10.1080/10511250300085671

Publication Date

2003

Journal Title

Journal of Criminal Justice Education

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