NACTA Journal最新文献_第6页

Associating Synchronous and Asynchronous Remote Teaching Formats with Student Situational Interest and Motivation 同步和异步远程教学模式与学生情境兴趣和动机的关联

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/4shou

Elizabeth Simmermeyer, Stefanie Walsh, Elizabeth Karcher

{"title":"Associating Synchronous and Asynchronous Remote Teaching Formats with Student Situational Interest and Motivation","authors":"Elizabeth Simmermeyer, Stefanie Walsh, Elizabeth Karcher","doi":"10.56103/4shou","DOIUrl":"https://doi.org/10.56103/4shou","url":null,"abstract":"In response to the global COVID-19 pandemic, instructors across the world faced the uncertainty and challenge of retaining student engagement after transitioning from face-to-face to emergency remote instruction. Yet, few studies have evaluated student interest and motivation in the various learning formats during emergency remote learning conditions. The current study examines student situational interest and situational motivation with three emergency remote teaching formats. In Fall 2020, a previously face-to-face introductory animal science course was taught fully-remote. Each week, students participated in a 50-minute synchronous lecture (SLec), 50 minutes of asynchronous lecture (ALec), and a 70-minute synchronous lab (Lab). We assessed situational interest and situational motivation in SLec, Alec, and Lab during weeks 6 and 10. Using linear mixed effects modeling, students demonstrated greater situational interest, attention demand, instant enjoyment, novelty, and total interest in SLec and Lab compared with ALec. Intrinsic motivation was higher and external regulation was lower in Lab and SLec compared with ALec. Students reported greater amotivation and decreased identified regulation with the ALec compared with Lab. Our results, although limited to one course, suggest that synchronous remote formats are associated with greater student interest and intrinsic motivation compared with asynchronous formats.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130706700","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

Case Study: Introductory Student Onboarding With a Place-Based, Blended Welcome Tour 案例研究:介绍学生入职与基于地点，混合欢迎之旅

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/nwqxs

M. Erickson, Michel Wattieaux

{"title":"Case Study: Introductory Student Onboarding With a Place-Based, Blended Welcome Tour","authors":"M. Erickson, Michel Wattieaux","doi":"10.56103/nwqxs","DOIUrl":"https://doi.org/10.56103/nwqxs","url":null,"abstract":"Many introductory students face challenges adjusting to new geographic, social, and cultural contexts involved in their course of study, yet the extent of a student’s integration and “sense of place” in an academic environment is associated with their performance and persistence toward related goals. This case study describes a place-based blended learning activity we created in ArcGIS StoryMaps (https://storymaps.arcgis.com/) to acclimatize students to the novel environment of an introductory animal sciences course during the first week of the semester. Using an embedded mixed-method design, this activity combines two complementary sources of data: 1) a qualitative personal account of activity design and implementation during the fall 2020 and fall 2021 semesters, and 2) an embedded quantitative survey of student learning outcomes and perceptions of the activity in the fall 2021 semester. Qualitative results illustrated instructional design choices related to the course context and instructional constraints and illuminated potential modifications to the activity’s collaborative and assessment elements. Quantitative results on a 5-pt. anchored scale suggested that the activity was very effective at orienting students to the course’s geographic context (M = 4.0, SD = 0.9), moderately effective at facilitating social bonding (M = 3.5, SD = 1.1), and moderately effective at increasing historical-cultural awareness related to the department (M = 3.2, SD = 1.3). Our results indicated that blended, place-based learning served as an effective onboarding activity in the context of our course.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122415317","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

With Progressively Virtual Classrooms, How Important Are On-farm Technical Education Opportunities? Students Answer! 随着虚拟教室的发展，农场技术教育机会有多重要?学生回答!

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/ujst0

Jacob Manlove, J. Rich

引用次数: 0

2021 Food Symposium Adapting to Pandemic Challenges: An International Collaboration 2021年粮食研讨会适应流行病挑战:国际合作

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/7zosc

Maria Bampasidou

{"title":"2021 Food Symposium Adapting to Pandemic Challenges: An International Collaboration","authors":"Maria Bampasidou","doi":"10.56103/7zosc","DOIUrl":"https://doi.org/10.56103/7zosc","url":null,"abstract":"Higher education (HE) institutions continuously evolve to meet the needs of students, faculty, and staff to grow as global citizens. The recent pandemic put academic and research programs in stress. International partnerships and collaborations had to adapt to allow existing efforts to continue with many functions shifting to online. However, documentation of efforts and good practices, an indisputable part of the process is sparce or anecdotal. This paper presents information on the LSU – Mendel partnership and how the jointly organized virtual Food Symposium 2021 provided an opportunity for the two universities to adapt and strengthen existing collaborations during the pandemic. We discuss the programmatic efforts highlighting the importance of the strategic partnership and document interest and participation in the symposium. A total of 302 attended the symposium, of which 76% were students. The symposium brought together scientists working on food-related areas including food safety and security, food waste, food production, and nutrition. Moreover, the symposium provided cultural exchange opportunities to students and faculty alike during the pandemic. This case study serves as a reference to a successful US-Central EU HE institution partnership and demonstrates strategic decision making and adjustments undertaken during the pandemic to adapt to the ‘New Normal’.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132207044","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

Course Development to Address Horticulture Gaps in an Agricultural Education Undergraduate Program 解决农业教育本科课程中园艺差距的课程开发

NACTA Journal Pub Date : 1900-01-01 DOI: 10.56103/7rnw8

K. Orvis

{"title":"Course Development to Address Horticulture Gaps in an Agricultural Education Undergraduate Program","authors":"K. Orvis","doi":"10.56103/7rnw8","DOIUrl":"https://doi.org/10.56103/7rnw8","url":null,"abstract":"Education teacher licensure programs face a growing list of coursework needed to meet requirements with a shrinking number of credit hours available. A new course – ‘Greenhouse and Landscape Fundamentals for Educators’ was developed at Purdue University with an Agricultural Education Teacher Licensure B.S. degree program. Data utilized in creating the course included: 1) an evaluation of current Agricultural Education coursework; 2) a review of state and national Agricultural Education content and academic standards; and 3) a survey of current Indiana Agriculture teachers. Responses from the survey (n=72) of high school teachers of horticulture and/or landscape management show 61% of respondents had teaching greenhouses at their schools, and 62% reporting they were not confident with operating and maintaining a greenhouse based on bachelor level coursework they took. Respondents indicate needing more coursework in several topics: greenhouse management, landscape design, landscape installation and maintenance, and plant identification. Results pointed to gaps in existing required coursework. The new course was specifically tailored to meet the needs of the Agricultural Education undergraduate students, and equip them with information and resources to call upon when they begin their teaching careers.","PeriodicalId":421640,"journal":{"name":"NACTA Journal","volume":"37 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131353845","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