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    1. Reach Versus Impact: Comparing Webinars and Online Short Courses for Educational Outcomes

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Anderson, Kathleen P. (author), Pulec, Kate E. (author), Skelly, Christine D. (author), Wright, Ashley D. (author), Greene, Elizabeth A. (author), and University of Nebraska Michigan State University University of Arizona
    Format:
    Online journal article
    Publication Date:
    2020-02
    Published:
    United States: Extension Journal, Inc.
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 132 Document Number: D11361
    Journal Title:
    Journal of Extension
    Journal Title Details:
    58(1)
    Notes:
    9 pages., via online journal, Our multistate group of state horse specialists produced and evaluated impacts from six webinars and online short courses (webinar plus additional content) addressing current industry issues: pasture-associated laminitis, equine herpesvirus-1, disaster preparedness, sales fraud, rescues/rehoming, and manure management. We identified no differences in perceived knowledge gained from webinars or short courses; however, results suggest that participation in short courses versus live webinars may be more useful for making positive management decisions. Short course participants also reported greater potential for cost savings as a result of completing the education. On the basis of the study, we offer recommendations for developing effective online Extension education programs.

    2. Impact of computer-based peer review on college students' performance and perceived self-efficacy in an online graphic design course

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    Wagner, Sharon P. (author), Rutherford, Tracy (author), and Texas A&M University
    Format:
    Online journal article
    Publication Date:
    2019-10
    Published:
    United States: New Prairie Press
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 121 Document Number: D11062
    Journal Title:
    Journal of Applied Communications
    Journal Title Details:
    103(4)
    Notes:
    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.

    3. Using hybrid learning to improve educational programs for small-acreage farmers

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    Collection:
    Agricultural Communications Documentation Center (ACDC)
    Contributers:
    DePhelps, Colette (author), Newman, Soren (author), Golden, Lauren (author), and Mayes, Iris (author)
    Format:
    Journal article
    Publication Date:
    2019-08
    Published:
    United States: Extension Journal, Inc.
    Location:
    Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 203 Document Number: D12328
    Journal Title:
    Journal of Extension
    Journal Title Details:
    v. 57, n. 4
    Notes:
    8 pages, A whole-farm planning course in Idaho has evolved from an in-person course offered by a single instructor in one location to an online course to a hybrid learning course that combines online learning with in-person and webinar components offered simultaneously at multiple sites across the state. Evaluation data suggest that all three approaches have been effective at increasing knowledge and skills. The hybrid learning model allows for using technology to leverage faculty and farmer expertise and increase participant numbers while maintaining in-person interaction and experiential learning. Findings support the concept of the hybrid learning model as a tool for Extension audiences in rural states.