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Kimberly A. Klock-Moore, George E. Fitzpatrick, and Richard K. Schoellhorn

As the horticulture industry enters the 21st century, advances in horticulture science will continue to be more rapid and frequent creating the need for more innovative approaches in information delivery. Moreover, decentralization continues to be a widespread trend. Land-grant universities have a long tradition of providing outreach, but with the development of new telecommunication technologies, larger audiences now can be reached. Many universities throughout the world have developed distance education programs through the use of modern telecommunication technologies. However, the University of Florida has responded to the needs of place-bound students by developing off-campus resident Bachelor of Science (BS) degree programs in horticulture at three locations in the state. These off-campus programs combine on-site instruction augmented with distance education courses to giveplace-bound students a flexible, efficient, and interactive alternative to degree programs offered at the main campus.

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Cynthia B. McKenney, Ellen B. Peffley, and Igino Teolis

Over the past few years, distance education has continued to explode in growth. Many land grant universities have implemented distance learning courses at their research and extension centers in an effort to increase distance learning enrollments

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Kathryn Orvis

Advances in biotechnology are rapidly changing the way we work and live, but are often met with controversy or raise ethical questions. Approaches that enhance learning and awareness of biotechnology are essential to increasing citizen understanding of these topics. Educators, both formal and informal, need skills to understand the science associated with these technologies, as they may not have been previously exposed to the topics in their training, especially with the rapidly changing science. To address the need for unbiased agricultural biotechnology information, a graduate level internet-based course was developed entitled: “Introduction to Agricultural Biotechnology”. This course focuses on agricultural biotechnologies related to horticulture and plant science. Online courses are especially useful for students not able to travel due to various constraints, such as working full-time or being physically distant from campus. The goal is a population better able to understand the science behind rapidly advancing biotechnologies and that is better equipped to make informed decisions regarding those technologies. Course assignments are designed to help students as they teach others about topics associated with biotechnology in both formal and informal settings, such as a high school class or an Extension seminar. In the past 5 years, 54 students (teachers, college instructors, or Extension staff) from across the United States have taken the course. Course ratings have been consistently very good (avg. 4.45) on a 1–5 scale (1 = very poor, 5 = excellent). Former students have indicated that they have a better understanding of biotechnology and would be better able to relate it to others. Students also gained an improved awareness of the resources that are available for teaching agricultural biotechnology.

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Ellen T. Paparozzi, Kimberly A. Williams, Robert Geneve, Harlene Hatterman-Valenti, Cynthia Haynes, Helen Kraus, Cynthia McKenney, and Joelle Pitts

be shared across institutions. The Agriculture Interactive Distance Education Alliance (2011) (AG*IDEA) provides shared access to undergraduate and graduate level courses in horticulture and related disciplines for students enrolled through the

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Kimberly A. Moore and Brian J. Pearson

blended course blends online (30% to 79%) with face-to-face delivery ( Allen et al., 2016 ). In Fall 2014, of the 5.8 million distance education students, 2.58 million were taking all of their courses at distance, while 2.97 million were taking some, but

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Kristin R. Campbell, Sandra B. Wilson, P. Christopher Wilson, and Zhenli He

A need for off-campus learning was realized as far back as the 1950s, when increased student enrollment was beginning to limit on-campus space ( Curtis, 1957 ). Today, most campus universities are moving toward distance education as a method for

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Igino Teolis, Ellen B. Peffley, and David B. Wester

better understand distance teaching and learning, research is needed on the relationship between learning styles and agricultural distance education ( Miller, 1997 ). Such research was addressed in this study. To achieve this goal, this study examined

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S. Christopher Marble, Amy Fulcher, and John Toman

information technology (IT) has generally risen ( Wells, 2004 ). Increased access to continuous learning, distance education, and asynchronous education through the use of technology was a directive of the National Association of State Universities and Land

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Sandra B. Wilson, Robert L. Geneve, and Fred T. Davies

Distance education enrollments have increased for the 14th straight year. Currently, 31.6% of all higher education students are taking at least one distance education course ( Seaman et al., 2018 ). With 42% of faculty reportedly teaching a fully

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Brian J. Pearson, Kimberly A. Moore, and Dennis T. Ray

asynchronous distance-education based courses. Literature cited Candy, P. Crebert, G. O’Leary, J. 1994 Developing lifelong learners through undergraduate education. Natl. Board Employment Educ. Training, Canberra, Australia Crawford, P. Lang, S. Fink, W. Dalton