NACTA Journal最新文献_第3页

Student Perspectives of Online Teaching: Lessons Learned for the Post-Covid Classroom 在线教学的学生视角:后疫情课堂的经验教训

NACTA Journal Pub Date : 2023-07-28 DOI: 10.56103/vefgs

Sandra Brown, Mja Krzic

引用次数: 0

Instructor Perceptions of Teaching in Undergraduate Equine Programs During the COVID-19 Pandemic 讲师对2019冠状病毒病大流行期间本科马术课程教学的看法

NACTA Journal Pub Date : 2023-07-28 DOI: 10.56103/nactaj.v66i1.31

R. Splan, C. A. Porr, A. Biddle, Lena Luck, Kimberley W. Cole, C. Stowe

{"title":"Instructor Perceptions of Teaching in Undergraduate Equine Programs During the COVID-19 Pandemic","authors":"R. Splan, C. A. Porr, A. Biddle, Lena Luck, Kimberley W. Cole, C. Stowe","doi":"10.56103/nactaj.v66i1.31","DOIUrl":"https://doi.org/10.56103/nactaj.v66i1.31","url":null,"abstract":"In March, 2020, campus restrictions associated with COVID-19 necessitated significant changes to undergraduate instruction at institutions of higher education. Rapid, unplanned transitions to remote learning caused disruptions for all educators, especially those who traditionally facilitate student learning via wet labs or live animal interactions, as is common within equine science and management courses. This study sought to identify teaching challenges and strategies associated with pandemic-era instruction among educators in equine science and management. Instructors who taught undergraduate equine science or management courses in the United States before and after the spring of 2020 (n=43 respondents) completed an online survey distributed during Spring 2021. Approximately two-thirds of educators of lecture-based courses, and approximately 40% of educators of laboratory-based courses incorporated an online element into their teaching as a result of COVID-19. Content delivery and assessments were altered to accommodate remote learning, although participants noted lower student engagement and participation. Respondents were generally satisfied with their institutions’ ability to provide resources to meet the challenges of teaching during COVID-19 but indicated challenges related to work-life balance and working from home. Results from this study can be used to develop resources to improve instruction during and after the COVID-19 pandemic.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132892433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Supporting Students in the Writing Intensive Classroom: Insight on Reducing Writing Apprehension 在写作强化课堂中支持学生:减少写作恐惧的洞察

NACTA Journal Pub Date : 2023-07-28 DOI: 10.56103/yzk2a

Adam Cletzer, Keisha Avery

引用次数: 0

Predicting Performance in an Introductory Agricultural Finance Course 农业金融导论课程的业绩预测

NACTA Journal Pub Date : 2023-07-28 DOI: 10.56103/m012p

Erik D. Hanson, C. Wachenheim

引用次数: 0

Are Classical Assessments Offering Adequate Insight into Post-Pandemic Teaching Methods? 经典评估是否为大流行后的教学方法提供了充分的洞见?

NACTA Journal Pub Date : 2023-07-25 DOI: 10.56103/nactaj.v67i1.111

Kyle McLean

{"title":"Are Classical Assessments Offering Adequate Insight into Post-Pandemic Teaching Methods?","authors":"Kyle McLean","doi":"10.56103/nactaj.v67i1.111","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.111","url":null,"abstract":"Educators must continuously assess and adjust to maximize the amount of information students retain. One way to evaluate teaching effectiveness is thru pre- and post-semester assessments. Factors such as individual willingness to participate can affect the validity of these assessments. Our hypothesis was that students will more actively participate in a group activity compared with written pre- and post-semester assessments. In this study, we evaluated 3 different types of pre- and post-assessments to assess knowledge retention and participation. Participation decreased as the semester progressed resulting in only 31 of 57 students who completed all 6 of the assessments. There was an interaction (P < 0.001) between the type (individual, team, or activity) and time of assessment. The percentage of correct answers increased (P < 0.001) between pre-semester (average 32.92 ± 1.58) and post-semester assessments (average 47.54 ± 1.58). There was a correlation (P = 0.04) between the final course grade and the post-semester individual written assessment. In conclusion, participation throughout the semester is a major issue in assessing teaching quality and knowledge retention and the utilization of group activities does not appear to impact that participation. However, the best assessment for knowledge learned remains the classical written individual assessment.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134434959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Preparing Career-ready Students by Building Effective Virtual Teamwork Skills 通过建立有效的虚拟团队合作技能，为学生做好职业准备

NACTA Journal Pub Date : 2023-07-13 DOI: 10.56103/nactaj.v67i1.104

Sihui Ma, Amy Leman

{"title":"Preparing Career-ready Students by Building Effective Virtual Teamwork Skills","authors":"Sihui Ma, Amy Leman","doi":"10.56103/nactaj.v67i1.104","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.104","url":null,"abstract":"As the food industry becomes globally connected, it is essential to provide Food Science students with experience working in virtual teams before they enter the workforce. Working in teams virtually brings extra challenge due to a lack of face-to-face interactions. FSHN 230, Professional Issues in Food Science (asynchronously online), provided students the opportunity to practice virtual teamwork skills. Low, medium, and high dosage team projects allowed for experiential learning and practice in virtual teamwork. Team effectiveness (psychological safety, dependability, structure and clarity, meaning, and impact) was closely monitored using team members’ evaluations of the team at the middle and end of the semester. Students' perceptions of learning were assessed using a survey at the end of the instructional period. Across all teams, students were most likely to report experiencing psychological safety and dependability in their virtual teams and least likely to report experiencing the work as meaningful. Across all teams, students were most likely to perceive the virtual team project as assisting with learning about food science-related careers. As higher education continues to create real-world simulations to teach skills, such as virtual teamwork, more effort may be needed to help students connect classroom activities and career-ready skills to real-world expectations.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121995617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Undergraduate Student Perceptions of Cooperative Discussion Groups as a Classroom Engagement Tool 大学生对合作讨论小组作为课堂参与工具的认知

NACTA Journal Pub Date : 2023-07-12 DOI: 10.56103/nactaj.v67i1.92

Colby Gregg, Amanda Bowling

{"title":"Undergraduate Student Perceptions of Cooperative Discussion Groups as a Classroom Engagement Tool","authors":"Colby Gregg, Amanda Bowling","doi":"10.56103/nactaj.v67i1.92","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.92","url":null,"abstract":"The purpose of this project was to explore the experiences of students when facilitating class discussions through cooperative discussion groups. In addition, students particularly compared their experiences within this class with their experiences in Whole Class Discussion in previous classes. Students participated in structured cooperative discussion groups and submitted three written answers to reflection prompts provided as an extra credit opportunity. Based on the written answers (n = 11), select participants (n = 4) were purposively chosen for a semi-structured interview. Upon analysis of the data, five themes arose that described what students took away from this teaching method. Among these themes include how student groups facilitated collaboration among peers, deepened understanding of course materials, and allowed students to reflect on not only their own past experiences but those of their classmates as well. The researchers encourage instructors to consider using this teaching method as they approach curricula that either includes the development of individual philosophies or class sessions where it would be valuable for students to listen to their classmates’ experiences.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"120 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131659909","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Impact of Multicultural Student Belongingness at 1862 Institutions 1862所大学多元文化学生归属感的影响

NACTA Journal Pub Date : 2023-07-12 DOI: 10.56103/nactaj.v67i1.101

Lonnie Hobbs, Raymond Thomas, Z. Wiley

引用次数: 0

Incorporating Active Learning Through Teaching Garden Teams and Field Trips 通过教学花园小组和实地考察，结合主动学习

NACTA Journal Pub Date : 2023-06-30 DOI: 10.56103/nactaj.v67itt.129

E. Jennings, Dina M. Liebowitz, Tie Liu

引用次数: 0

Contribution of Classroom Climate to the Teaching of Agriculture at Senior Secondary Schools in Eswatini 课堂气氛对斯瓦蒂尼高中农业教学的贡献

NACTA Journal Pub Date : 2023-06-27 DOI: 10.56103/nactaj.v67i1.108

Alfred Tsikati, Siboniso Mabuza

{"title":"Contribution of Classroom Climate to the Teaching of Agriculture at Senior Secondary Schools in Eswatini","authors":"Alfred Tsikati, Siboniso Mabuza","doi":"10.56103/nactaj.v67i1.108","DOIUrl":"https://doi.org/10.56103/nactaj.v67i1.108","url":null,"abstract":"The impact of classroom climate on students and staff can be either beneficial or a barrier to the teaching and learning process. Unfortunately, there is no study that has been conducted on the contribution of classroom climate to the teaching of high school agriculture students in Eswatini. Therefore, the study sought to find out the contribution of classroom climate to the teaching of agriculture in senior secondary schools in Eswatini. An exploratory research design was used in the study. A total of sixteen schools were randomly selected; and one agriculture class was picked for an observation for the contribution of classroom climate to the teaching of agriculture. After the observation, an interview was conducted with the classroom teacher to complement and explain some of the observation. The observation schedule and interview protocol were peer reviewed to address issues of trustworthiness. Data were collected in February 2019. Findings revealed that the four variables: presage, context, process and products were contributing to the classroom climate; thus enhancing the teaching of agriculture. Therefore, the study recommended that agriculture must be taught by teachers who have received training on the subject matter and have the technical skill in solving problems.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126292374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0