The Journal of Agricultural Education has primarily published research that uses quantitative res... more The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the professoriate are teaching and mentoring graduate students without the prerequisite skills to conduct qualitative research. In order to practice “good social science ” research, agricultural educators need to understand the history of qualitative research, common types used in education, sampling techniques, data collection, analysis procedures, and issues of rigor and quality for the qualitative research paradigm. This study uses a heuristic research approach through a content analysis of the literature to create a qualitative research conceptual framework to guide the
Research in the field of distance education has recognized the need for a change and modification... more Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.
Needs to improve educational access for women in the Global South have been well documented throu... more Needs to improve educational access for women in the Global South have been well documented throughout the literature. The need and impact of non-governmental organizations for food security improvement, educational access, and community sustainability work in the Global South has been heightened since the pandemic. Our study focused on several sustainable development goals (SDGs) where we utilized experiential learning and the Targeting Outcomes of Programs (TOP) model to assess participants’ needs in developing, implementing, and evaluating the adoption of food and agricultural sciences curricula. We utilized a case study method and semi-structured interviews with primary stakeholder groups to answer each research objective. Most participants had increased confidence in growing food for their families due to the knowledge they gained and the practices they learned by participating in the food and agricultural sciences curricula. TOP indicators aligned with reducing hunger and impr...
We examined the impact of artisan cooperatives on East African women related to changes in consum... more We examined the impact of artisan cooperatives on East African women related to changes in consumer perception and food choice. We sought to understand how artisan cooperatives were impacting women’s food security, diet, and nutrition. To comprehend the lived experiences of women, a qualitative, phenomenological study was conducted within three purposively selected cooperatives in Rwanda and Kenya. Data was collected using Rapid Rural Appraisal (RRA) methodologies with three activities. When given a choice, women did not always eat healthier despite having more money and information about healthy diets. Diets shifted to include more sugar and fruit but less vegetables. Culture and location impacted how they cooked, what food was available to them, and what foods they chose to consume. Women explained how a higher income provided greater agency when buying food. It is crucial to comprehend how culture affects a person’s diet before implementation of nutrition programs. Further resear...
... of the learner; (3) prior experience of the learner; (4) readiness to learn; (5) orientation ... more ... of the learner; (3) prior experience of the learner; (4) readiness to learn; (5) orientation to learning; and (6) motivation to learn (Knowles, Holton, & ... E*Trade Securities, Inc., Pioneer On-Line Trader, Struggles to Stay on Top Adam T. Elegant, and Ramiro Montealegre (2001). ...
In the last chapter we discussed learner-centered instruction and gave you an overview of systema... more In the last chapter we discussed learner-centered instruction and gave you an overview of systematic instructional design. One of the first considerations after determining the needs of your audience, the potential learners, and the content to be delivered is to formulate instructional objectives. Instructional objectives are written by the instructor to guide the design process, and must consider distance education delivery strategies and principles of adult learning. Often these objectives will be negotiated with the learner so that they will meet their individual needs (e.g., learning contracts). Keeping in mind that learners have diverse learning needs and preferences, it is important to understand the three major domains of learning: cognitive, affective, and psychomotor. Helping you to do so are guideposts to ensure that the instructional objectives are written so that they measure the intended outcomes. How do you write instructional objectives that are specific and measurable? Why is this important?
In previous chapters, we explored systematic instructional design, learner-centered instruction, ... more In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific lesson planning and methods to gain attention and stimulate motivation in distance education. What are Gagné’s Nine Events of Instruction and how do these events impact lesson planning? Why use icebreakers and openers in the lesson? How do you stimulate learner motivation? What kinds of things should be included in the closing segment of a lesson?
The Journal of Agricultural Education has primarily published research that uses quantitative res... more The Journal of Agricultural Education has primarily published research that uses quantitative research methods. Perhaps this is due partly to the lack of a qualitative research conceptual framework to guide our profession. Most researchers in agricultural education were academically prepared to conduct empirical research. Those who are in the professoriate are teaching and mentoring graduate students without the prerequisite skills to conduct qualitative research. In order to practice “good social science ” research, agricultural educators need to understand the history of qualitative research, common types used in education, sampling techniques, data collection, analysis procedures, and issues of rigor and quality for the qualitative research paradigm. This study uses a heuristic research approach through a content analysis of the literature to create a qualitative research conceptual framework to guide the
Research in the field of distance education has recognized the need for a change and modification... more Research in the field of distance education has recognized the need for a change and modification of the faculty role in teaching at a distance (Jones, Lindner, Murphy & Dooley, 2002; Kanuka, Collett & Caswell, 2002; Miller & Pilcher, 2001). While technological advancements are an important part of the distance-learning environment, basic changes in teaching methods, technique, and motivation are needed to make distance education more effective (Purdy & Wright, 1992). Many studies cite faculty resistance to instructional technology as a primary barrier to the continued growth of distance education programs (Jones et al., 2002; McNeil, 1990). McNeil (1990) noted that attitudinal issues related to how faculty perceive and interact with technology are a bigger barrier to adoption and diffusion of distance education than is technology infrastructure.
Needs to improve educational access for women in the Global South have been well documented throu... more Needs to improve educational access for women in the Global South have been well documented throughout the literature. The need and impact of non-governmental organizations for food security improvement, educational access, and community sustainability work in the Global South has been heightened since the pandemic. Our study focused on several sustainable development goals (SDGs) where we utilized experiential learning and the Targeting Outcomes of Programs (TOP) model to assess participants’ needs in developing, implementing, and evaluating the adoption of food and agricultural sciences curricula. We utilized a case study method and semi-structured interviews with primary stakeholder groups to answer each research objective. Most participants had increased confidence in growing food for their families due to the knowledge they gained and the practices they learned by participating in the food and agricultural sciences curricula. TOP indicators aligned with reducing hunger and impr...
We examined the impact of artisan cooperatives on East African women related to changes in consum... more We examined the impact of artisan cooperatives on East African women related to changes in consumer perception and food choice. We sought to understand how artisan cooperatives were impacting women’s food security, diet, and nutrition. To comprehend the lived experiences of women, a qualitative, phenomenological study was conducted within three purposively selected cooperatives in Rwanda and Kenya. Data was collected using Rapid Rural Appraisal (RRA) methodologies with three activities. When given a choice, women did not always eat healthier despite having more money and information about healthy diets. Diets shifted to include more sugar and fruit but less vegetables. Culture and location impacted how they cooked, what food was available to them, and what foods they chose to consume. Women explained how a higher income provided greater agency when buying food. It is crucial to comprehend how culture affects a person’s diet before implementation of nutrition programs. Further resear...
... of the learner; (3) prior experience of the learner; (4) readiness to learn; (5) orientation ... more ... of the learner; (3) prior experience of the learner; (4) readiness to learn; (5) orientation to learning; and (6) motivation to learn (Knowles, Holton, & ... E*Trade Securities, Inc., Pioneer On-Line Trader, Struggles to Stay on Top Adam T. Elegant, and Ramiro Montealegre (2001). ...
In the last chapter we discussed learner-centered instruction and gave you an overview of systema... more In the last chapter we discussed learner-centered instruction and gave you an overview of systematic instructional design. One of the first considerations after determining the needs of your audience, the potential learners, and the content to be delivered is to formulate instructional objectives. Instructional objectives are written by the instructor to guide the design process, and must consider distance education delivery strategies and principles of adult learning. Often these objectives will be negotiated with the learner so that they will meet their individual needs (e.g., learning contracts). Keeping in mind that learners have diverse learning needs and preferences, it is important to understand the three major domains of learning: cognitive, affective, and psychomotor. Helping you to do so are guideposts to ensure that the instructional objectives are written so that they measure the intended outcomes. How do you write instructional objectives that are specific and measurable? Why is this important?
In previous chapters, we explored systematic instructional design, learner-centered instruction, ... more In previous chapters, we explored systematic instructional design, learner-centered instruction, and objective writing. Now we will give you some nuts and bolts on specific lesson planning and methods to gain attention and stimulate motivation in distance education. What are Gagné’s Nine Events of Instruction and how do these events impact lesson planning? Why use icebreakers and openers in the lesson? How do you stimulate learner motivation? What kinds of things should be included in the closing segment of a lesson?
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