Opportunities and Obstacles for Distance Education in Agricultural Education

Abstract

A nationwide study using delphi techniques was conducted to develop consensus andprovide focus and direction for future research activities concerning the adoption of electronic communication, information, and imaging technologies for instructional use in agricultural education settings. A panel of 61 distance education experts were identified The four objectives were to identify the: I)positive effects of electronic technologies designed to facilitate communication, information gathering/retrieval, and imaging for instruction; 2) major obstacles that must be overcome in their adoption; 3) most promising technologies at the secondly level; 4) mostpromising technologies at the post-secondary level. Panelists suggested 21 ways these technologies improve instruction; responses clustered around: 1) increased availability of educational opportunities; 2) improved informational resources; 3) more effective instructional materials; 4)more convenient delivery methods. . Panelists achieved consensus on 13 obstacles, which clustered around: 1) time constraints; 2) lack of a formalized faculty reward system; 3) lack of technical support; 4) equipment costs; 5) inadequately designed facilities. There was little difference between technologies identified as being most promising for the secondary and post-secondary levels. In general, panelists identified technologies clustered around four systems areas: I) distributed information; 2) computer-based information; 3) computer-assisted telecommunications; 4) graphical image production and display.

Use of Instuctional Technology in Agricultural Education in North Carolina and Virginia

“…In addition, students in North Carolina used the Internet one to 30 minutes daily. These lists closely parallel the list of technologies identified by Murphy and Terry (1998) as showing promise for use in secondary school agricultural education programs. Thompson and Connors (1998);andMiller (1998 &1999) found similar results from secondary agricultural education teachers regarding computer access.…”

“…Of access locations at school, the library was highest, followed by computer lab, classroom, and office (Thompson & Connors, 1998). Murphy and Terry (1998) identified interactive computer software programs, presentation software, interactive CD-ROM programs, email, computers in the classroom, LDC panels and projectors, CAD programs, video tapes, interactive video, the Internet, and two-way interactive television as instructional technologies that show promise for secondary school agricultural education programs.…”

“…Instructional technology can be used in conjunction with experiential education -e.g., supervised agricultural experience programs that help learners form their own meaning of the world around them, applying threads of constructivism (Simonson & Thompson, 1997). Murphy and Terry (1998) conducted a nationwide study on the potential positive effects that electronic communication, information, and imaging technologies have on agricultural education instruction. Findings tended to clustered in four areas: (1) an increase in the availability of educational opportunities, (2) improved information for teachers and students, (3) more effective instructional materials, and (4) more convenient delivery methods for teachers.…”

Social Presence, Social Interaction, Collaborative Learning, and Satisfaction in Online and Face-to-Face Courses

“…Researchers have studied a sundry of topics related to distance education. Agriculture educators began their approach to understanding online learning by first identifying opportunities and obstacles related to online learning (Miller, 1995;Murphy & Terry, 1998;Murphrey & Dooley, 2000). Similar to other disciplines, agriculture educators also compared on-and off-campus courses (Miller & Shih, 1999;Miller & Pilcher, 2001;Moore & Wilson, 2005) and identified relevant educational technologies that would support online learners (Murphy & Terry, 1998, Murphy, 1999Dooley & Murphy, 2001).…”

Chalkboards to Virtual Environments: Technology's Role in Expanding the Classroom to Provide Professional Development and Education for Agricultural Communicators

“…A nationwide study conducted by Murphy and Terry (1998) regarding technology use for instruction concluded that "[e]lectronic communication, information, and imaging technologies [would] improve how we teach in agricultural education settings" (p. 34). While the authors agreed that various technologies would be adopted at different rates, technology was predicted to increase access to information and provide "teaching aids to … meet the needs of the diverse learning styles of students" (p. 31).…”