The Learning Outcomes of Students meeting Their International Dimension Requirement through Courses offered in a College of Agriculture: Did Student Learning differ depending on Mode of Instruction Delivery?

摘要

Many online courses have been developed in an effort to meet the needs of students who are either unable or less inclined to attend face-to-face classes. The College of Agricultural Sciences and Natural Resources (CASNR) at Oklahoma State University has been preparing its students to attain international awareness and become globally competent citizens through online and face-to-face international dimension (ID) undergraduate courses. However, little was known about whether significant differences existed in students' learning outcomes depending on the mode of instruction delivery. This investigation was a census study and the target population consisted of all undergraduate students (N = 147) enrolled in three ID undergraduate courses offered by CASNR during the Fall semester of 2010. No statistically significant differences existed in the attitude and knowledge scores of students for traditional, face-to-face instruction delivery and online instruction delivery. Regardless of the ongoing controversy surrounding which of the two modes of learning is more effective, the findings of this study supported the use of either for the purpose of improving students' international awareness and general global knowledge.