Practical Skills Training in Agricultural Education—A Comparison between Traditional and Blended Approaches. Issue 2 (14th March 2016)

• Record Type: Journal Article
• Authors: Deegan, Donna; Wims, Padraig; Pettit, Tony
• Is Part Of: Journal of agricultural education and extension. Volume 22:Issue 2(2016)
• Page Start: 145
• Page End: 161
• Publication Date: 2016-03-14
• Subjects: Blended learning -- Agricultural education -- Technology adoption -- Knowledge transfer -- Skills training -- Multimedia materials; Agricultural education -- Periodicals; Agricultural extension work -- Periodicals; Agricultural education -- Europe -- Periodicals; Agricultural extension work -- Europe -- Periodicals; 630.71
• DOI: 10.1080/1389224X.2015.1063520
• Languages: English
• ISSNs: 1389-224X

Abstract

Abstract: Purpose: In this article the use of blended learning multimedia materials as an education tool was compared with the traditional approach for skills training. Design/Methodology/Approach: This study was conducted in Ireland using a pre-test, post-test experimental design. All students were instructed on how to complete two skills using either a traditional or blended methodology. They were subsequently assessed to determine their ability to perform the practical skills. Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition. Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment. Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment. Findings: The findings stressed the suitability of blended learning not only when it was found that there was no significant difference between method of teaching and skill acquisition but also when it was revealed that student demographics had no major influence on skill acquisition. Practical Implications: It can be concluded that blended learning can be used effectively for the instruction of a diverse range of practical skills in agricultural college and benefit in the successful knowledge transfer to a growing and diverse student population with more emphasis placed on the students taking charge of their own learning environment. Originality/Value: The article demonstrates the value of blended learning as a successful medium for practical skill attainment within the agricultural college environment.