learning process ( Caprio, 1993 ). In addition to higher-level thinking, students develop skills not promoted in traditional lecture formats: productive peer-to-peer interactions ( Bull and Clausen, 2000 ), creativity, effective communication, and time
physically and mentally put into action the concepts learned in the classroom ( Robinson and Torres, 2007 ; Scales et al., 2006 ). Additionally, this style of learning can also promote communication skills, creativity, self-directness, and confidence
motivation ( Kang, 1998 ), sociality and social relationships, self-concept and linguistic communication skills ( Cho, 2001 ; Kim, 2001 ; Lee, 2004 ). In addition, their self-confidence and self-efficacy was strengthened ( Lee, 2008 ). Horticultural
administrative skills an IHC needs to succeed, their profile is close to those of an extension agent in the United States Cooperative Extension System. Extension is traditionally considered the organized exchange of information and the purposive transfer of
developing skills throughout their life cycles, increasing labor participation, matching labor supply and demand more effectively, improving the business environment, and supporting the development of a strong and sustainable industrial base able to compete
in social situations with peers. Thereby, children are afforded with the opportunity to practice and learn various basic skills necessary for successful social relations ( Choi, 2002 ). Peers have various functions, according to Song (1995) . First
-to-face section. Communication is another strategic barrier that must be addressed with distance education courses ( Bray et al., 2007 ). Personal communication between students and instructors in any distance education format may be facilitated via computer
; Graduates will develop professional skills in the areas of communication and leadership; Graduates will be aware of the many facets of horticulture throughout the nation and the world; Graduates will possess a sound ethical and value system, which will allow
competencies from Iowa State University's Horticulture Assessment Survey and “Making the Match Questionnaire on Skills” ( Evers, 1998 ). Permission was gained to use a modification of the Iowa State Assessment Survey (A.M. VanDerZanden, personal communication
outcomes that deal with technical knowledge and field skills, critical thinking and problem analysis as well as verbal and written communication skills and professional values. Because our program consists of five distinct options—horticulture biotechnology