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The Potential of Blended Learning in Agricultural Education of Ireland
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2015-05-21
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Deegan, D. Wims, P., Pettit, T. “The Potential of Blended Learning in Agricultural Education of Ireland.” International Journal of Agricultural Science, Research and Technology in Extension and Education Systems 5 (2015): 53-64.
Abstract
The management of agricultural education faces on-going challenges to deliver
current and effective materials in an approach that takes advantage of developments
in education technology. In this article the use of blended learning was compared with the
traditional approach for the instruction of theoretical materials in agricultural education.
This study used a pre-test, post-test experimental design with agricultural college
students. All students were taught using either a traditional or blended methodology. They
were subsequently assessed to determine their level of knowledge. Two key findings from
this study were highlighted: Firstly, regardless of their age profile all learners achieved
significantly better exam results following blended teaching for theoretical material.
Secondly, academically weaker students performed significantly better following the
blended method of delivery. Key implications arising from this research indicate that the
use of the blended method of delivery can increase students acquisition of knowledge for
learners of all ages; blended learning can bring text heavy materials to life and makes
them more interactive and less mundane; the learning experience and learning outcomes
for academically weaker students are improved through the blended learning
environment.