Online Learning Efficacy Research Database

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Describing students' intercultural competence after completing a cultural diversity course online or face-to-face.
Iseminger, S. I., Diatta-Holgate, H. A., Morris, P. V.
This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an … [more]
This study describes students’ development of components of intercultural competence after completing a cultural diversity course and compares degrees of intercultural competence between a face-to-face course and an equivalent online section of the same course. Analysis of final written reflections from students demonstrate that students gained a deeper awareness of their lack of knowledge related to culture. The analysis also reveals that students in the online version of the course demonstrated higher degrees of intercultural openness and cultural self-awareness than did those in the face-to-face context. Findings from this study contribute significantly to the research on intercultural competence and the teaching of cultural diversity courses. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2020, Teaching & Learning Inquiry, 8, 114-127.
  |   Agriculture  |   Traditional, Fully online  |   20 Undergraduate
Practical skills training in agricultural education—A comparison between traditional and blended approaches.
Deegan, D., Wims, P., Pettit, T.
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 … [more]
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. 
Full-texts of the citations in the database are protected by copyright. If you would like to read the full articles, please check your academic library. For more information, read the FAQ.
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2016, The Journal of Agricultural Education and Extension, 22(2), 145-161.
  |   Agriculture  |   Traditional, Blended/hybrid  |   213 Undergraduate
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This Ecampus Research Unit project is a searchable resource of academic studies of education efficacy across modalities. Filter by discipline or journal to find research in your subject area of interest. View overview or read the FAQ.

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