Abstract
This study examines the effects of a technology-intensive course design on students’ final grades in a criminology program at an upper-division university in the southwest. Ordinary least squares (OLS) regression analyses indicated that the presence of a technology-intensive curriculum alone did not significantly improve student performance. However, interaction effects revealed that the technology-based curriculum enhanced student learning for online students compared to those in hybrid and (FTF) courses although students completed fewer technology projects in online sections. These findings reveal barriers to teaching with technology that are not overcome through the use of systematic training for instructors and students. The study further reveals that adult and traditional learners do not significantly differ in learning when exposed to a technology-intensive curriculum or mode of course delivery.
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