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Iowa State University

Series

Bioresource and Agricultural Engineering

2016

Articles 1 - 2 of 2

Full-Text Articles in Education

Student Perspectives On A New Online Biomass Production Module For Fundamentals Of Biorenewable Resources And Technology, Darren H. Jarboe, D. Raj Raman, Thomas J. Brumm, Robert A. Martin, Scott Mcleod Mar 2016

Student Perspectives On A New Online Biomass Production Module For Fundamentals Of Biorenewable Resources And Technology, Darren H. Jarboe, D. Raj Raman, Thomas J. Brumm, Robert A. Martin, Scott Mcleod

Agricultural and Biosystems Engineering Publications

In 2007, a Virtual Education Center for Biorenewable Resources was initiated that offered three online courses, one being Biorenewable Resources and Tech¬nology (BRT) 501 – Fundamentals of BRT. The objective was to assess student perceptions on two delivery methods, course assessments, module material, and student learning. Twenty students completed the survey of qualitative aspects of student experiences in BRT 501. The biomass production module brought non-farm students closer to the knowledge level of farm students as demonstrated by students’ self-assessed knowl¬edge and their BRT 501 assessment scores. Students desired a stronger connection with the course instructor and peers, whether ...


Differential Impacts Of Online Delivery Methods On Student Learning: A Case Study In Biorenewables, Darren H. Jarboe, D. Raj Raman, Thomas J. Brumm, Robert Martin, Scott Mcleod Mar 2016

Differential Impacts Of Online Delivery Methods On Student Learning: A Case Study In Biorenewables, Darren H. Jarboe, D. Raj Raman, Thomas J. Brumm, Robert Martin, Scott Mcleod

Agricultural and Biosystems Engineering Publications

In 2007, a Virtual Education Center for Biorenewable Resources was initiated that offered three distance education courses, one being Biorenewable Resources and Technology (BRT) 501 – Fundamentals of Biorenewable Resources and Technology, the subject of this study. The primary objective was to determine if course delivery method (video lecture format and the other in menu-driven auto-tutorial presentations (MDAP) deliv¬ered via Flash format), student major (agricultural and non-agricultural), and gender influence online student learning in BRT 501. We found that BRT 501 student performance was not significantly impacted by module delivery method. Students with agricultural majors were outperformed by students with ...