Impact of multimedia learning tools in agricultural science classes. Issue 1 (12th June 2020)

• Record Type: Journal Article
• Authors: Ulery, April; Smith Muise, Amy; Carroll, Kenneth C.; Chamberlin, Barbara; White, Laura; Martinez, Pamela; Spears, LaJoy; Gleason, Jeanne
• Is Part Of: Natural sciences education. Volume 49:Issue 1(2020)
• Page Start: n/a
• Page End: n/a
• Publication Date: 2020-06-12
• Subjects: Agricultural education -- Periodicals; Life sciences -- Study and teaching -- Periodicals; Natural resources -- Study and teaching -- Periodicals; 507.1
• DOI: 10.1002/nse2.20011
• Languages: English
• ISSNs: 2168-8281

Abstract

Abstract: Agricultural and environmental scientists collaborated with educational technology researchers to create multimedia learning tools to fill gaps in student understanding of key concepts that undergraduates often struggle with, including sorption, cation exchange capacity, inner and outer sphere bonding, and soil system complexity. These resources are freely available online at ScienceOfAgriculture.org. The modules were evaluated in several soil, environmental science, and agriculture classes using pre‐ and post‐tests via survey tool Qualtrics. After watching the videos, nearly all students (95%) stated the videos would be "extremely valuable" or "valuable" to their studies, and 90% said, "other students in an introductory class on agricultural topics" would benefit from the tools. Key chemistry concepts also gained traction, especially concepts related to soils and charged particles. Before watching "Cation Exchange, " 49% of the students identified divalent cations (vs. monovalent) as the ions that would be held tightest in soils typical of temperate regions. After watching, 83% answered correctly. Before watching Cation Exchange, only 56% of students correctly identified clay and organic matter in soil as usually being negatively charged, but after watching, 97% of students correctly identified the particle charge. The study was hampered by the fact that as many as 53% of the survey attempts were not successful, either because the student did not complete both pre‐ and post‐tests or they did not sign the permission page.