Accusatorial and information-gathering interview and interrogation methods: a multi-country comparison

Suspect interviewing and interrogation practices have been studied in many different countries, including those in North America, Europe, Asia, and Australia. These studies have produced useful and interesting findings, while also leaving an opening for future inquiry. Specifically, previous research has noted that we might expect interrogation and interviewing practices to vary among different countries or regions, due to distinct approaches to suspect questioning. However, to our knowledge, few previous studies have examined the comparative use of tactics, techniques, and procedures employed to elicit confessions and information from criminal suspects across multiple countries. In the present study, using a consistent survey, we contrasted the interviewing and interrogation practices of 185 practitioners from America, Canada, and Europe, Australia, and New Zealand. In large part, we found that American and Canadian interrogators were similar to one another, and conformed to an accusatorial approach (in both deception detection and questioning techniques). In contrast, interviewers from Europe, Australia, and New Zealand conformed more to an information-gathering approach.     

Interactive Learning Online at Public Universities: Evidence from a Six‐Campus Randomized Trial

Online instruction is quickly gaining in importance in U.S. higher education, but little rigorous evidence exists as to its effect on student learning. We measure the effect on learning outcomes of a prototypical interactive learning online statistics course by randomly assigning students on six public university campuses to take the course in a hybrid format (with machine‐guided instruction accompanied by one hour of face‐to‐face instruction each week) or a traditional format (as it is usually offered by their campus, typically with about three hours of face‐to‐face instruction each week). We find that learning outcomes are essentially the same—that students in the hybrid format are not harmed by this mode of instruction in terms of pass rates, final exam scores, and performance on a standardized assessment of statistical literacy. We also conduct speculative cost simulations and find that adopting hybrid models of instruction in large introductory courses has the potential to significantly reduce instructor compensation costs in the long run.