Using Chat Rooms in a Plant Nutrition Course: Bane or Boon?

Paparozzi, Ellen T.; Williams, Kimberly A.

doi:10.21273/horttech.10.2.280

Cited by 5 publications

(5 citation statements)

References 1 publication

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“…The lack of instructor monitoring on Web-based exams is problematic, as reflected by the consistently high student scores during both test years (Table 2). Effective grading of on-line class activities was problemmatic with chat room discussions in a plant nutrition course (Paparozzi and Williams, 2000). In the present study, class mean scores also differed significantly from comparable live plant ID test scores in 2001 (F = 46.6, P < 0.001).…”

Section: Discussioncontrasting

confidence: 42%

Effectiveness of Web-based versus Live Plant Identification Tests

Anderson¹,

Walker²

2003

horttech

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Setup and administration of comprehensive live plant identification (ID) tests in horticulture classes is time-consuming and costly. The curricular goal of this study was to integrate Web-based plant ID self-tests and computer-graded tests into floriculture potted plant production classes to potentially replace live plant ID tests. This research was conducted during 2000 and 2001 with students enrolled in Hort 4051 at the University of Minnesota, St. Paul. All plant ID tests were mandatory, constituting 12% of the grade. In 2000, only Web-based ID tests were used, while both Web-based and live plant ID tests were used in 2001. Two separate self-tests were designed as study aids with 34 randomized photographs/test. Correct spelling was mandatory to receive full credit for genus, species, and family. Self-tests could be taken ten times each per student. Students then completed two for-credit (graded), unmonitored Web-based tests. Students completed a Website evaluation form at the end of the semester. The two live plant ID tests were conducted with the same materials and were monitored. Mean student scores for the Web-based ID tests in 2000 ranged from 73.5 to 99.5% with a class average of 91.9%; there were no significant differencesamong students' scores. Student Web-based ID test scores for 2001 had a similar range with a high class average of 93.8%. In contrast, the 2001 live plant ID tests had a wider score range of 21.7% to 100.0% and lower class average (72.2%). Web-based and live plant ID tests, students, and their interaction were all highly significant. Web site course evaluations demonstrated interesting trends in student perception of Web-based and live plant testing. The implications for future class use and potential modifications for continued Web-based instruction are presented.

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Section: Discussioncontrasting

confidence: 42%

Effectiveness of Web-based versus Live Plant Identification Tests

Anderson¹,

Walker²

2003

horttech

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“…In an ITV course, Egan et al (1991) reported students working in smaller learning groups felt there was a sense of community, were less likely to drop out, and that smaller groups stimulated active discussions. Other studies have found less student satisfaction with using chat rooms (Paparozzi and Williams, 2000).…”

Section: Mean Perception Zmentioning

confidence: 90%

Online Learning Equals Traditional Classroom Training for Master Gardeners

Jeannette¹,

Meyer²

2002

horttech

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The effectiveness of Internet or online training was compared to traditional classroom training in the Master Gardener Core Course/Horticulture 1003 at the University of Minnesota, St. Paul. Overall horticultural knowledge was significantly greater for both groups in posttest results, and there was no significant difference in horticultural knowledge between the two groups. Online learners did not perceive the lack of instructor face-to-face interaction to be as important as did classroom participants. Online learners also placed a greater value on flexibility of class time and no commuting. Both groups spent approximately 75 hours on the class. However, 20% of classroom participants' time was commuting. Online training was an effective method for teaching Master Gardeners in this study.

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“…Sistrunk (1998) summarized the basic educational elements in web design as course schedule, syllabi, objectives, test results, grading criteria, assignments, projects, and links. Paparozzi and Williams (2000) emphasized online participation and openended questions. Lineberger (2001) discussed the transition from webassisted to web-based learning.…”

mentioning

confidence: 99%

Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture

Sciarappa

Quinn

Ward

2016

hortte

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In a conventional sophomore level course entitled “Organic Farming and Gardening,” 114 undergraduate students registered from years 2007 to 2009. Due to high demand and insufficient classroom space, this conventional curriculum was reformatted with identical course content into both a hybrid and a fully online version in which 361 students registered from years 2010 to 2012 and 336 students from 2013 to 2015. In comparing conventional instruction with hybrid and fully online versions over a 9-year period, few significant differences were found in final grades involving 811 students. Final class grade averages of these three learning systems ranged from 85.5% to 89.6% over their first 3-year spans. Over their 6-year span, the conventional class average of 89.6% was higher compared with 88.3% for the hybrid format and 86.8% for the online format. Student evaluation surveys assessed faculty performance with eight evaluative questions on a 1 to 5 scale from years 2012 to 2014. No significant difference existed between teaching in person vs. remotely, averaging 4.35 for the hybrid and 4.17 for the online. An additional eight questions measured educational methodology, technology, student confidence, and class satisfaction. There were no significant differences in comparing the combined averages of 4.12 for the hybrid format and 4.00 for the online version. Student responses indicated a significant preference overall for hybrid and online course formats compared with conventional methods. Registration numbers indicated an overwhelming choice for online education with an average class enrollment of 91.0 students compared with 38.0 students for conventional classes and 25.2 students for the hybrid format.

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Using Chat Rooms in a Plant Nutrition Course: Bane or Boon?

Cited by 5 publications

References 1 publication

Effectiveness of Web-based versus Live Plant Identification Tests

Effectiveness of Web-based versus Live Plant Identification Tests

Online Learning Equals Traditional Classroom Training for Master Gardeners

Comparing Conventional, Hybrid, and Distance Learning Courses in Horticulture

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