Differential Impacts of Online Delivery Methods on Student Learning: A Case Study in Biorenewables
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The Department of Agricultural Education and Studies was formed in 1989 as a result of the merger of the Department of Agricultural Education with the Department of Agricultural Studies. Its focus includes two these fields: agricultural education leading to teacher-certification or outreach communication; and agricultural studies leading to production agriculture or other agricultural industries.
History
The Department of Agricultural Education and Studies was formed in 1989 from the merger of the Department of Agricultural Education and the Department of Agricultural Studies.
Dates of Existence
1989–present
Related Units
- College of Agriculture and Life Sciences (parent college)
- Department of Agricultural Education (predecessor, 1911–1989)
- Department of Agricultural Studies (predecessor)
Since 1905, the Department of Agricultural Engineering, now the Department of Agricultural and Biosystems Engineering (ABE), has been a leader in providing engineering solutions to agricultural problems in the United States and the world. The department’s original mission was to mechanize agriculture. That mission has evolved to encompass a global view of the entire food production system–the wise management of natural resources in the production, processing, storage, handling, and use of food fiber and other biological products.
History
In 1905 Agricultural Engineering was recognized as a subdivision of the Department of Agronomy, and in 1907 it was recognized as a unique department. It was renamed the Department of Agricultural and Biosystems Engineering in 1990. The department merged with the Department of Industrial Education and Technology in 2004.
Dates of Existence
1905–present
Historical Names
- Department of Agricultural Engineering (1907–1990)
Related Units
- College of Agriculture and Life Sciences (parent college)
- College of Engineering (parent college)
- Department of Industrial Education and Technology, (merged, 2004)
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Abstract
In 2007, a Virtual Education Center for Biorenewable Resources was initiated that offered three distance education courses, one being Biorenewable Resources and Technology (BRT) 501 – Fundamentals of Biorenewable Resources and Technology, the subject of this study. The primary objective was to determine if course delivery method (video lecture format and the other in menu-driven auto-tutorial presentations (MDAP) deliv¬ered via Flash format), student major (agricultural and non-agricultural), and gender influence online student learning in BRT 501. We found that BRT 501 student performance was not significantly impacted by module delivery method. Students with agricultural majors were outperformed by students with non-agricultural majors, most of whom were engineering students, on the midterm and final exams, and course grade. Gender dif¬ferences seen on the biomass-module first-attempt total quiz score disappeared for the final total quiz score on that module.
Comments
This article is from NACTA Journal 60 (2016): 27–34. Posted with permission.