The Impact of Instructional Methods on Medium-based Bias and Convergence Approval

Abstract

An examination of students in twelve sections of an introductory team-taught convergence course (n = 140) found that students taught continuously by an individual instructor across media lines were more likely to view print and broadcast media positively and demonstrate positive attitudes toward the benefits of convergence than students taught through “mini-courses” by print and broadcast specialists. Students taught by a consistent instructor also were less likely to demonstrate cynical attitudes about convergence, more likely to value the course, and more positive toward the instructional approach to the course. Implications for pedagogy and future studies are discussed.