Developing an Interactive Multimedia Computer Program for Learning Agronomic Principles

NACTA Journal, Dec 2004 by McAndrews, Gina M, Mullen, Russell E, Taylor, Kerry L, Dobill, Dan, Green, Detroy

Of the 143 students enrolled in the introductory agronomy class during spring 2003, the 104 students who completed the survey came from a variety of majors: 20 (19%) agronomy, 9 (9%) animal science, 24 (23%) general agriculture studies, 27 (26%) agriculture business/education, and 25 (24%) other. Fifty-one (49%) of the students were freshmen, 27 (27%) were sophomores, and 26 (25%) were juniors or seniors. Sixty-four percent (n = 70) were raised on a farm and had extensive field and farm-work experience, 17% (n = 18) were raised on a farm and had little field and farm-work experience, and the remaining 19% (n = 16) were not raised on a farm but had some field or farm-work experience. Over the semester, all of the 104 students used CIMPLE.

According to survey results, students used the practice and self-check components most frequently (Table 2), with five components used on over half of the course chapters. Students preferred immediate subunit assessment to the chapter assessment. Some students indicated that using the practice exercises was a non-threatening way to check their knowledge of the key concepts. In response to the statement, "CIMPLE has increased your learning of course material," 93% of the students that completed the survey stated that they either strongly agreed or agreed (Table 3). The students appreciated managing their access and control over course materials rather than having limited access to material through an instructor. On the survey, students were asked the following question, "Consider technology that you and/or your instructors (high school or college) have used in the classroom. How does CIMPLE compare to other technology that has been used to help you learn in other courses?" Eighty-nine percent of the students that responded stated that CIMPLE was above average or far above average (Table 4).

CIMPLE Incorporated info a Distance Course

During fall 2003, the Agron 114 course was offered via distance to nine students in different states and countries. Students received the text, course syllabus and assignments and were given access to CIMPLE. Weekly assignments consisted of two-to-three hands-on activities to enhance student learning of chapter material. To encourage students to work on the course on a regular basis, students were asked to complete the chapter assessment for each week and either fax or email their results to the course instructor. Students accessed course PowerPoint presentations on the course website. The presentations displayed real world questions that ask students to apply information learned in the course to solve actual problems. To ask questions, students could contact the instructor via e-mail or by telephone. Over the course semester, three exams were mailed to a designated exam proctor. The proctor mailed the completed student exams and assignments to the instructor in a postage paid envelope that the proctor received with the exam.

Of the eight students who finished the course via distance, six completed an end of the semester short answer course evaluation. When asked "How do you like the CD computer program, CIMPLE?", all of the respondents indicated they liked the program, with words expressed as, "awesome," "great" and "very much." The practice, self-assessment, video, and practice problem-solving were mentioned as being the components of CIMPLE that students thought most useful and helpful. No respondents said they had any difficulty using CIMPLE. In response to the question, "How important is this course offering by distance technology in meeting your personal and professional goals in your career?", all respondents said the course was "very important."