Behavioral Changes Based on a Course in Agroecology: A Mixed Methods Study

Abstract

This study evaluated and described student perceptions of a course in agroecology to determine if participants experienced changed perceptions and behaviors resulting from the Agroecosystems Analysis course. A triangulation validating quantitative data mixed methods approach included a written survey comprised of both quantitative and open‐ended questions as well as observations by the authors. Qualitative data garnered from the 2001–2007 daily evaluations were analyzed to locate and categorize central factors essential for the development of an experiential learning environment (n = 140). Study participants consisted of students and instructors who participated in the course, with matched non‐participant subjects serving as the control group for baseline comparisons (n = 66). Quantitative responses were analyzed using item analysis and ANCOVA. Qualitative responses were coded in accordance with grounded theory research practices. Although there was no significant difference between the responses of the course participants and the control group, five causal conditions were identified as playing a major role in creating an experiential environment more conducive to behavior change: hands‐on experience, emotional response, human interaction, self‐efficacy, and intensity of experience. Based on the research conclusions, five additional causal conditions were added to create a more comprehensive, effective model for creating an agricultural environment more conducive to experiential learning: length of course, appropriateness and rigor of curriculum, learner‐centered curriculum, ongoing education, and metacognitive processes. A comprehensive grounded theory model was presented, and recommendations for future course design and research were identified.

The influence of situational emotions on the intention for sustainable consumer behaviour in a student-centred intervention

“…Nevertheless, knowledge about these issues and environmentally friendly alternatives is of specific importance in discussing these environmental problems in the future, and in fostering an individual's position on the issues (Bisonnette and Contento 2001). Knowledge may not provide the most important parameter for behaviour, but may support the individual in discussing the ongoing problems, and finding solutions (Bogner 1998;Harms, King, and Francis 2009;Schraw and Lehman 2001;Schultz 2002b). 756 G. Fröhlich et al Situational emotions such as interest, well-being and boredom correlated with the intention to practice environmentally friendlier behaviour.…”

Innovative Education in Agroecology: Experiential Learning for a Sustainable Agriculture

“…Evaluation of learning in the agroecosystems analysis course has been multidimensional, using daily individual surveys of students and faculty, frequent reflection sessions, careful instructor reading of students' individual learner documents submitted at the end of the course, peer evaluations within groups, faculty observations of students in the field and in group work, and follow-through surveys and interviews after the course is finished. From these sources, Harms et al (2009) have identified five causal conditions that are influential in creating learning and the conditions that would encourage behavioral change in students: hands-on experience, emotional response, human interaction, self-efficacy, and intensity of experience. They found additional conditions that need to be considered to improve the learning situation: length of course, appropriateness and rigor of curriculum, learner-centered activities, ongoing education, and metacognitive processes.…”

Enlarging the Conceptualization of Mixed Method Approaches to Grounded Theory With Intervention Research

“…Table 1 summarizes the key components of a classic grounded theory model and applies it to intervention research. It includes a definition for each term as well as illustrative examples from MM-GT intervention studies that are reviewed in the findings section of the article (i.e., Harms, King, & Francis, 2009; Kawamura, Ivankova, Kohler, & Perumean-Chaney, 2009; Morgan & Stewart, 2002; Shim et al, 2017).…”

“…A study of examples of published research reveals that there are other possibilities for ways that the qualitative and quantitative strands of a mixed method study can be integrated to extend the explanatory power of a theoretical model. I turn in the next section to explore four mixed methods publications where the purpose to evaluate an educational or health-related intervention is extended to refining an initial conceptual model developed from the literature (i.e., Harms et al, 2009; Kawamura et al 2009; Morgan & Stewart, 2002; Shim et al, 2017). While no single article achieves this, an examination of different of features of each makes it possible to envision a FIMM-GT study that begins with a multilayered framing of the research problem, accomplishes data analysis in a way that pursues discordant data and unexpected findings, and finally ends by producing a classic grounded theory model that configures the findings in a way that depicts a temporal sequence.…”