Gorini, Alessandra (author), Mosso, Jose Luis (author), Mosso, Dejanira (author), Pineda, Erika (author), Ruiz, Norma Leticia (author), Ramiez, Miriam (author), Morales, Jose Luis (author), and Riva, Giuseppe (author)
Format:
Journal article
Publication Date:
2009
Published:
Mexico
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 181 Document Number: C36594
3 pages., Via online journal., Student engagement in the classroom is critical for effective learning. To enhance student engagement, several teaching approaches can be used, including a flipped classroom approach and virtual field trips. The flipped classroom approach was used in an undergraduate tropical production systems course in which students viewed lecture materials outside of class, brought their smart devices to class to review materials, searched for new information on the Internet, and participated in small group discussions. In the virtual field trip assignment, each student visited a commercial farm or nursery, interviewed the owner or manager, and gave a presentation to the class about the operation of the enterprise and its sustainable practices.
Leggette, Holli (author), Rutherford, Tracy (author), and Sudduth, Amanda (author)
Format:
Paper
Publication Date:
2011-02-01
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 188 Document Number: D01503
Notes:
Paper presented in the Agricultural Communications Section of the Southern Association of Agricultural Scientists annual meeting, Corpus Christi,Texas, February 6-7, 2011. 24 pages.
9 pages, 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.
