Presented By: Jose Lopez, Texas A&M University-Commerce

Students' motivation for optional in-person attendance in a sophomore-level hybrid course was analyzed. The students had the option to meet in-person Tuesdays and Thursdays throughout the semester, except for exam weeks where students had to complete exams online. The instructor lectured on Tuesdays, and had students do exercises and team activities on Thursdays. Students had to take quizzes and participate in discussions online once week. Video recordings were provided for lectures, exercise solutions, team activities, and review questions. Regardless of online or in-person, students had access to the same content. At the end of the semester, a survey was conducted using Qualtrics XM Platform „¢ for the students who attended online, while a printed version of the survey was delivered to the students who attended in person throughout the semester. A total of 35 students enrolled in the course, 29 attended online, and 8 students attended in person throughout the semester. Of the 35 students invited to take the survey, 29 responded. About half were transfer students and the other half were non-transfer, with 9 freshmen, 10 sophomores, 8 juniors, and 2 seniors. The study examined whether student classification, residency, employment, previous online experiences, class schedule, and other demographic variables played a role in attending in-person or online. Descriptive statistics and Pearson correlation coefficients were used to analyze the results. The results indicated positive linear correlation between attending in person and transfer, classification, dependents, and age. Research indicates an increased demand for online courses post the COVID-19 pandemic. This study identified characteristics of students who prefer to attend in person when in-person attendance is optional and also found that the majority preferred to attend online. The study serves as a venue for discussing trends in online teaching as well as sharing experiences.

Presented By: Patricia Cordero-Irizarry, Mississippi State University
Co-Authors: Justin Hall, Mississippi State University
Carley Morrison, Mississippi State University
Kirk Swortzel, Mississippi State University

This study explores students' perceptions of their online learning readiness, with a focus on interactions with in-person and online course formats, gender, and student classification level. Utilizing the Online Learning Readiness Scale (OLRS), which consists of computer/internet self-efficacy, self-directed learning, learner control, motivation for learning, and online communication self-efficacy, the research aims to understand students' perceived preparedness for the evolving online learning environment. The study was conducted with 79 undergraduate students in an agricultural education, leadership, and communication course offered in both online and in-person formats, from Fall 2023 to Spring 2024. Self-directed learning emerged as a perceived strength, while learner control was identified as a potential area for improvement. Gender differences were observed, with females scoring higher in self-directed learning, motivation for learning, and online communication self-efficacy. Additionally, the interaction between student classification level and course format significantly impacted scores for self-directed learning and learner control. These findings suggest the importance of tailoring online courses to address learner control issues, recognizing gender-specific needs, and adapting courses based on student level and delivery format. These considerations will help educators foster a more inclusive, effective, and supportive online learning experience for all students.

Presented By: Mia Sullivan, Pennsylvania State University
Co-Authors: Daniel Foster, Pennsylvania State University
OP McCubbins, Mississippi State University
Kasee Smith, University of Idaho

When intentionally connected to purposefully planned high impact experiences for undergraduates studying food, fiber and natural resources, mobile educational technology can increase the return on investment for anchoring targeted learning outcomes. This study shares the perspectives of faculty from three institutions in utilizing an interactive scavenger hunt application based on learning outcomes for two cohorts of students across two immersion experiences in Fall 2023. Faculty utilized Goosechase to create a space for learners' autonomy and voice in documenting evidence of achieving learning outcomes as they engaged in the immersive learning experience, providing tangible, relevant evidence of their learning. Faculty will share strategies for integration across multiple contexts to harness different motivational theories to achieve different interpersonal skills to advance capacity for preparing to work as members of an interconnected, global workforce. The learning strategy was utilized in two immersion programs: 18 lower division undergraduates from six institutions at an international food security conference, and 24 upper division students from three institutions at a national professional meeting. Lessons learned included the framing of group or solo missions, utilizations of both intrinsic and extrinsic motivation structures, and maximizing connections to other external partners were critical. Recommendations for future implementation include testing the benefit of opening involvement to additional institutional partners and exploring an enhancement activity of challenging participants to design the missions for the next cohort of students to complete in the following year as a capstone reflection activity.

Presented By: Gabriel Spandau, University of Florida
Co-Authors: Jamie Loizzo, University of Florida
Courtney Meyers, Texas Tech University
Becky Raulerson, University of Florida

As agricultural researchers at land-grant universities study unique crops increasing in popularity, science communication courses should also prepare students to explore the crops alongside scientists. Hemp, hemp products, and professional development events focused on careers in hemp have gained attention in recent years (Kim & Mark, 2023; Rampold et al., 2021; Colclasure et al., 2023). Similarly, kratom is gaining attention as reports of people using and growing this medicinal plant in the U.S. are on the rise (Covvey et al., 2020). One way for science communication educators to introduce students to the spaces where scientists research these commodities is through virtual reality (VR). VR can immerse users in a vicarious world and introduce them to content and a setting they may not have otherwise visited (Chițu et al., 2023; Makransky & Mayer, 2022; Zhao et al., 2023). Three universities across the U.S. are collaborating to explore the educational value and to understand student perceptions of VR regarding agricultural and natural resource educational areas when implemented in undergraduate college classrooms through [Masked Project Name], funded by the USDA. We created a tour of the [Masked Research Center’s] hemp and kratom greenhouses at [Masked University Name] and tested these as a case study in two agricultural and natural resources communication courses (n = 30). We used a post-retrospective survey with Likert scale items, bipolar sentiment items, and open-end qualitative questions about learning to examine research objectives of VR tour impacts on: 1) awareness of hemp and kratom research at a land-grant university, 2) perceptions of hemp / kratom, and 3) content knowledge gain. The presentation will include an overview of this project, showing the tour, a description of how it was made with a lesson plan, survey results, and recommendations for future perception research and VR tour usage.