Makuch, Joseph R. (author), Robillard, Paul D. (author), and Makuch: Water Quality Information Center, NAL; Robillard: Department of Agricultural and Biological Engineering, Pennsylvania State University, University Park
Format:
Journal article
Publication Date:
1994
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 97 Document Number: C07856
computer-assisted instruction, James F. Evans Collection, Successful integration of CIA (computer-assisted instruction) into Cooperative Extension in-service training programs requires acceptance of CIA by staff. This study examined Extension agent attitudes toward paired/cooperative CIA. Subjects were thirty Pennsylvania Extension agents. A one-group pretest-posttest design was used. Subjects completed attitude surveys before and after using a CIA tutorial with a partner on "proper water well location and construction." Although subjects' overall attitudes toward CIA became more favorable following CIA use in pairs, the difference was not significant. However, on the two subscales measuring comfort and creativity, subjects attitudes toward CIA became significantly more favorable.
Meyers, Courtney (author), Shaw, Kelsey (author), Irlbeck, Erica (author), Doerfert, David (author), Abrams, Katie (author), and Morgan, Chris (author)
Format:
Journal article
Publication Date:
2015
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 151 Document Number: D06780
17 pages, via online journal, Prior research has indicated that the incorporation of computer-based peer review into writing instruction increases student engagement, improves student performance, and increases student perceptions of self-efficacy. This study used a quasi-experimental untreated control group design to examine the impact of computer-based peer review on student performance and perceived self-efficacy in an undergraduate agricultural graphic design course. The impact of participation in computer-based peer review on performance scores was investigated using a MANOVA. After two rounds of peer review, students improved their overall course performance by one-half letter grade. Perceptions of self-efficacy were further analyzed using a one-way repeated measures ANOVA. Most (54.17%) students who participated in the computer-based peer review process reported increases in perceived self-efficacy in graphic design. The findings from this study indicate the benefits of computer-based peer review extend to instruction in graphic design courses.
