Abstract
This study compares outcomes relating to religiosity in two different religion courses to identify possible differences in the outcomes received by students who took the course online asynchronously versus face-to-face. We also seek to identify whether students enrolled in the same online religion course report different learning outcomes based on the different instructors teaching the same course. Using a validated instrument measuring affective outcomes, we surveyed 495 students enrolled in religion courses at a private religious university. Students in face-to-face religion classes reported greater outcomes regarding religiosity than did their peers in asynchronous online courses. Additional results and limitations are discussed.
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