Abstract
This presentation will compare the results of teaching introductory deductive logic under three conditions: traditional, asynchronous, and hybrid approaches. The traditional instruction (TI) approach consisted of standard classroom instruction with no electronic technology involved. The asynchronous version (also referred to as distance education (DE)) consisted of no classroom meetings and all instruction occurring across the internet. The hybrid approach consisted of a classroom based (CB) process in which students both attended class and made use of the electronic resources provided to the DE students. The DE and CB versions of the course were taught nearly simultaneously during the summer of 2002. Data from the TI courses were collected during the Fall semester for the three previous years. After a brief demonstration of interactive java applets developed for teaching deductive logic via WebCT, the results of the comparative evaluations will be shown These results pertain to exam scores, pre-test/post-test measures, frequency of communication, and attitude survey results. These results are taken as preliminary and as the first steps in a long process of evaluating and incrementally improving the quality of teaching and learning in the deductive logic course. At this stage it is fairly clear that the CB students surpass the DE students on almost all measures. Nevertheless, the data provide some indication of how the DE course can be improved and these indications will be implemented in the Spring semester 2003.