Measuring difference in knowledge achievement and satisfaction between viewing interactive and linear online learning modules
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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.
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1905–present
Historical Names
- Department of Agricultural Engineering (1907–1990)
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- 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
The use of online learning to teach academic courses in higher education is increasing
(Allen & Seaman, 2011; Baehr, 2012; Pastore & Carr-Chellman, 2009). The use of online
learning modules can be used to replace face-to-face classroom lecture. Research in the field
of e-learning and adult learners supports the use of interactive e-learning to aid in
engagement of learner and with knowledge retention (Bozarth, 2008; Clark, 2008, 2010;
Clark & Lyons, 2011; Clark & Mayer, 2008; Duarte, 2008). However, the production of
online learning modules that meet the criteria of e-learning is time consuming and expensive
(Chapman, 2010). This study explored the effect of level of interaction with learning
modules on student performance and on student satisfaction by comparing the knowledge
achievement (measured by quiz and exam scores) and satisfaction (measured by student
responses to satisfaction survey) of 34 students enrolled in an online academic course after
viewing a series of two styles of learning modules (linear or interactive). Six chapters of
material were presented throughout the duration of the data collection period.
The results of this study indicate viewing interactive learning modules did not
increase knowledge achievement. The effect of interaction on satisfaction could not be
determined due to insufficient data. Recommendation for future research include addressing
study limitations (sample size, validation of satisfaction survey, equivalence of assessment
materials, and duplication of textbook content in delivered through the learning modules).