focused on learning vocational skills and as one respondent pointed out in this survey, students may not complete the coursework required for a degree or certificate before leaving school. JC/CC program sustainability. In regard to program sustainability
might be learning about climate change from courses in other fields. Fewer than half of the respondents (42%) reported being aware of courses related to climate change in other departments that their students could take as electives. Even more (46%) said
gained by the children after the activities. Sage (1984) reported that rewards increase learning motivations and activity participation, thus improving learning outcomes and knowledge. What influences children’s intake of fruit and vegetable
the individual. The setting must accommodate the desired outcome, allowing the individual to think and behave naturally without cognitive effort or struggle ( Kaplan, 1995 ). Kaplan (1995 ) cited four studies that were particularly notable to the
there is no opportunity for students to spontaneously request and receive immediate clarification (students did have the opportunity to call or e-mail the program coordinator with questions). For the TMNP, the content developer and e-learning specialist
fairly large and easy for students to manipulate during laboratory. The learning outcomes for this laboratory exercise are that a student will understand the role seed coverings play in maintaining seed dormancy, be able to explain the concept of embryo
international horticulture travel course at Iowa State University. The course consisted of a pre-trip preparatory class and a study-abroad experience. Responses indicate that both components of the course helped participants achieve the course learning outcomes
the learning interest, learning accomplishment related to Korean language and plant-familiarity for elementary school student J. Korean Soc. People Plants Environ. 13 1 7 Jeong, S.J. Lee, S.M. Song, Y.J. Kim, J.S. Lee, J.W. Moon, J.H. Kwack, H.R. Lee
-based curriculum in school showed that students experienced superior learning outcomes with an activity-based curriculum ( Bredderman, 1982 ). With activity-based education, students learn in a self-directed manner by focusing on their own interests. Thus, compared
unobservable information, it would be difficult to distinguish intensive social networking (learning effect) from other effects, such as those related to the individual’s mimicking behavior (i.e., the reflection problem) ( Hsieh and Lee 2016 ; Liu et al. 2014