4 pages., Via online journal., Interactive web-based questions were developed for students to review
subject matter learned in an online plant propagation course. Articulate Storyline
software was used to build nearly 250 review questions with five different testing
styles to ascertain proficiency in subject areas, including the biology of propagation,
the propagation environment, seed propagation, vegetative propagation, micropropagation, and cell culture. Questions were arranged to correspond to the
supporting textbook chapters in Hartmann and Kester’s Plant propagation: Principles and practices, ninth edition. These are open access and available to instructors
and students worldwide. Users received immediate feedback for each question
answered correctly or incorrectly. The system remembers where one leaves off,
which enables starting and stopping multiple times within a chapter. Means of preand posttest responses to nine content knowledge items showed that students
perceived a significant content knowledge gain in the course. These online interactive reviews can be adapted easily to other courses in a variety of fields,
including horticulture, botany, systematics, and biology. They can also be expanded
to overlay multiple objects and trigger events based on user response. Since inception,
the website hosting these online reviews averaged 156 unique visitors per month.
Students have reported this to be a useful tool to prepare them for course exams.
Chris Clemons (author), James R. Lindner (author), Bruce Murray (author), Mike P. Cook (author), Brandon Sams (author), and Gwendolyn Williams (author)
Format:
Journal article
Publication Date:
2018-04-15
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 149 Document Number: D10105
Via online issue. Pgs. 283-252, The purpose of the study was to examine the confluence of agricultural literacy, what it means to
be agriculturally literate, and if a gap between agricultural literacy and being agriculturally
literate existed. Two primary research questions framed this study: 1) How do agriculture
professionals define agricultural literacy? 2) What does it mean to be agriculturally literate? While
the terms literacy and literate are often used synonymously they have important and different
meanings. This study used the Delphi Study Technique for determining consensus. The Delphi panel
consisted of engaged agricultural professionals from seven states. These professions represented
a broad spectrum of agricultural careers and experience. Each panel member was recognized as
a leader in his or her field. The findings indicated that participants did not discern a difference
between agricultural literacy and being agriculturally literate in regards to reading, writing, and
speaking about agriculture. This study supports the conclusion that the terms agriculturally literate
and agricultural literacy are used interchangeably. Agricultural professional may not be aware of
the inherent differences between possessing agricultural literacy and being agriculturally literate.
