The lack of good internet can limit online education.Podcasts are simple, small audio files that can be downloaded from the internet.Combined with additional material, research showed podcasts can enhance learning. Lecture podcasts were used after the COVID-19 pandemic forced classes online in three classes.In a survey, 59% of students commented that the lecture podcast method was very effective.

The purpose of this integrative literature review was to synthesize the eye-tracking literature related to education and communication in the Social Sciences Citation Index (SSCI) to formulate a conceptual model and develop a research agenda that guides eye-tracking research in agricultural education and communication. To do so, we reviewed the literature to identify basic elements of eye-tracking research, examined specific variables related to eye-tracking research, and synthesized the findings into a conceptual model. We found and reviewed 77 articles published between 2010 and 2016 within education (56) and communication (21). Research implications for agricultural education included an examination of classroom management practices, a comparison of novice and experienced instructors, and an exploration of educational settings. Research implications for agricultural communication included tracking fixation and frequency of eye movement when viewing advertisements and understanding the relationship between brand placement and buying decisions. Synthesizing the research in education and communication, we identified the audiences, concepts, environments, and variables related to eye tracking that could be investigated within agricultural education and communication. In conclusion, we found a lack of agricultural education and communication studies cited in the SSCI, eye-tracking technology provides variables to support a multivariate approach in agricultural education and communication, and eye-tracking equipment is expensive, which may limit diffusion in some settings.

With a continuous shortage of qualified agricultural science teachers (Foster, Lawver, Smith, 2014;Kantrovich, 2010), it is imperative teacher preparation programs identify and utilize effective cooperating teachers, as well as develop training for in-service teachers that will assist in preparing more effective cooperating teachers. The purpose of this study was to identify which characteristics define an effective cooperating teacher in agricultural education. We utilized Roberts ' (2006) Model of Effective Cooperating Teachers and the Delphi methodology to identify characteristics of effective cooperating teachers from expert panels of agricultural educators in Missouri, North Carolina, Oregon, and Texas. The findings of this study revealed nine themes, which define effective cooperating teachers. We propose a new model defining the characteristics of effective cooperating teachers and recommend teacher educators work to create an assessment using these characteristics.

No abstract

No abstract