Assessing Student Learning From an Experiential Module in a Greenhouse Management Course Using Hydroponics and Recirculating Solution Culture

Abstract

<jats:p>Student learning from producing crops in recirculating culture for a 6-week module in the Fall 2013 course HORT 570 Greenhouse Operations Management at Kansas State University was assessed. The module design followed Kolb’s experiential learning model, with teams of students responsible for production of lettuce (<jats:italic>Lactuca sativa</jats:italic> ‘Green Oak Leaf’) or basil (<jats:italic>Ocimum basilicum</jats:italic> ‘Italian Large Leaf’) and chives (<jats:italic>Allium schoenoprasum</jats:italic> ‘Purly’) crops in either a nutrient film technique (NFT) or in-pot recirculating culture system. Goals were to discern if this class experience would 1) improve student confidence and understanding of not only recirculating solution culture systems, but also general crop nutrient management; and 2) improve higher-order learning (HOL) skills of applying, analyzing, and evaluating information. Student learning was evaluated by administering the same survey, which included questions to evaluate student perception, lower-order learning (LOL), and HOL, at four separate times during the semester: 1) before mentioning plant nutrition, hydroponics, or recirculating solution culture; 2) after plant nutrition lectures but before the experiential module; 3) immediately upon completion of the experiential module; and 4) at the end of the semester. An increase in student confidence related to managing crop production in recirculating solution culture and nutrient management was perceived by students upon completion of the module. A significant increase in LOL occurred after the material was presented during the course lectures with an increase also occurring upon completion of the experiential module. In contrast, HOL did not significantly increase after the lecture material was presented, but significantly increased upon completion of the module. Both LOL and HOL was retained at the end of the semester. This evidence supports the role of experiential learning in improving student understanding and fostering HOL.</jats:p>

Using Text Mining to Gauge Student Sentiments about Hands-on Activities in a Protected Agriculture Course

“…Experiential learning generally leads to positive academic outcomes (Bauerle and Park, 2012;Craver and Williams, 2014;Pritts, 2017;St. Hilaire et al, 2009;Uchanski et al, 2015), but not all activities have the same impact on learning (Holstermann et al, 2010).…”

“…Hilaire et al, 2009;Uchanski et al, 2015). Additionally, experiential learning enhances lower-and higher-order learning (Craver and Williams, 2014) and promotes skill development (Mahoney et al, 2015) in advanced horticulture courses. Experiential learning also aids in recruiting students into subsequent horticulture courses (Pritts, 2017).…”

At-home Plant Growing Kits Foster Positive Student Experiences in an Online Horticulture Course

“…One of the reasons for this lag in adoption is that hands-on activities, laboratories, and field trips (collectively called experiential learning) are commonplace in horticulture education but their implementation in online courses is challenging. Experiential learning enhances the student experience (Lindsey, 2019;Nunez, 2020), promotes learning, and fosters skill development (Craver and Williams, 2014;Fry et al, 2021;St. Hilaire et al, 2009;Uchanski et al, 2015).…”

Impact of "A" Frame Angle Design on Hydroponic System Production

“…(Yuvaraj and Subramanian, 2020). Several studies revealed that hydroponics is contributed to enhancing agriculture productivity by avoiding the environmental limitations at a large-scale (Craver and Williams, 2014). Mainly, ecological factors like temperature, humidity, and light intensity can be maintained or manipulated in a hydroponics system to avoid a decrease in crop productivity due to uncomfortable environmental conditions (Ruiz andTaleisnik, 2013 andSmeets et al, 2008).…”