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The purpose of this study was to 1) assess the students' attitudes, perceptions, and interests in agriculturally related issues, 2) ascertain the differences in attitudes between scholars with and without prior agricultural experiences, and 3) determine tfparticipation in a 2-week course on animal agriculture had an effect on the students " attitudes, perceptions, and interests through the use of pre-andpost-course surveys. The students in this study were participants in the Pennsylvania Governor 's Schoolfor Agricultural Sciences (PGSAS). Within the 5-week PGSAS program, students completed a 2-week unit titled "Contemporary Issues in Animal Agriculture. "Results indicated thatgenerally all students, with or without agricultural experience, had a more positive view of agriculture and increased knowledge of agriculture upon completion of the course. Results also indicated that the effects of the course were the greatest on students with no prior agricultural experience.

The purpose of this chapter is to discuss how instruction, technology and models converge to create online model-facilitated learning environments. These instructional environments are designed in such a manner that the interaction with the model on the computer network is essential to the learning experience. The idea is to use these models to maximize the pedagogical power that helps students construct conceptual mental representations that lead to a greater degree of retention and overall recall of information. How students will act and learn in a particular environment depends on how the instructional designer creates the environment that maximizes their learning potential, considering the interrelationships between the learning experience, the technology, cognition, and other related issues of the learner.

The purpose of this chapter is to discuss how instruction, technology and models converge to create online model-facilitated learning environments. These instructional environments are designed in such a manner that the interaction with the model on the computer network is essential to the learning experience. The idea is to use these models to maximize the pedagogical power that helps students construct conceptual mental representations that lead to a greater degree of retention and overall recall of information. How students will act and learn in a particular environment depends on how the instructional designer creates the environment that maximizes their learning potential, considering the interrelationships between the learning experience, the technology, cognition, and other related issues of the learner.

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