Abstract:
The objective of this study was to evaluate student learning and student satisfaction when computer technology is used as a tool to teach soil erosion concepts. The methods compared were; 1) traditional-interactive utilizing textbook, worksheets, and small group discussion, and 2) online lesson, utilizing photographs, illustrations, animations, and an interactive calculation model that allowed students to manipulate factors influencing erosion. All students took a ten-question objective pre-test prior to the lesson, followed by ten-question objective post-test upon lesson completion. Within one week of lesson completion, students completed a survey on Student Assessment of Learning Gains (SALG) to assess satisfaction with each teaching method. Neither pre- nor post-test scores differed between the two teaching methods. Student satisfaction, as measured by SALG ratings, was significantly higher overall for students completing the on-line lesson compared to students using the traditionalinteractive method. Thirty-one out of the 43 SALG survey question scores, encompassing the area of lesson design, skills gains, learning gains, and understanding, were significantly higher for the student group taking the on-line lesson. With proper implementation of instructional design and technical support, incorporation of on-line lesson in soil science classes is an effective way to enhance student interest, motivation, and satisfaction in the learning process.
Keywords:
assessment, on-line erosion lesson, soil science
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