
Agricultural and Biosystems Engineering Publications
Title
Differential Impacts of Online Delivery Methods on Student Learning: A Case Study in Biorenewables
Campus Units
Agricultural and Biosystems Engineering, Center for Crops Utilization Research, Agricultural Education and Studies
Document Type
Article
Publication Version
Published Version
Publication Date
3-2016
Journal or Book Title
NACTA Journal
Volume
60
Issue
1
First Page
27
Last Page
34
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.
Access
Open
Copyright Owner
NACTA
Copyright Date
2016
Language
en
File Format
application/pdf
Recommended Citation
Jarboe, Darren H.; Raman, D. Raj; Brumm, Thomas J.; Martin, Robert; and McLeod, Scott, "Differential Impacts of Online Delivery Methods on Student Learning: A Case Study in Biorenewables" (2016). Agricultural and Biosystems Engineering Publications. 744.
https://lib.dr.iastate.edu/abe_eng_pubs/744
Included in
Agricultural Education Commons, Bioresource and Agricultural Engineering Commons, Engineering Education Commons, Online and Distance Education Commons
Comments
This article is from NACTA Journal 60 (2016): 27–34. Posted with permission.