Experiential learning is prevalent in secondary and university agricultural education programs. An examination of the agricultural education literature showed many inquiries into experiential learning practice but little insight into experiential learning theory. This philosophical manuscript sought to synthesize and summarize what is known about experiential learning theory. The literature characterizes experiential learning as a process or by the context in which it occurs. Results of this study indicated that the process is cyclical in nature and requires an initial focus of the learner, followed by interaction with the phenomenon being studied, reflecting on the experience, developing generalizations, and then testing those generalizations. The context in which experiential learning occurs is defined by four dimensions: the level, the duration, the intended outcome, and the setting. Based on these results, models depicting the process and context were developed by the author.

The purpose of this Delphi study was to develop a consensus listing of those characteristics that comprise an effective agriculture teacher. Panel members consisted of agriculture teachers, county-level administrators, state FFA supervisory staff, and university faculty in agricultural education. The panel identified 40 characteristics of an effective agriculture teacher that were categorized into the areas of instruction, FFA, SAE, community relations, marketing, professionalism/professional growth, program planning/management, and personal qualities. Characteristics identified in the “personal qualities” category that are requisite for effective teachers warrant examination and possible remediation by current teacher education programs.

The purpose of this philosophical article was to examine the role of agriculture in agricultural education. This philosophical argument, in many ways, reexamines the very discussions pondered by Dewey and Snedden almost a century ago. In secondary agricultural education classes today, is agriculture the content learned, or the context in which learning occurs? In exploring this issue, theoretical bases and conceptual models for agriculture as content and context are presented. It was concluded that there are theoretical bases for viewing agriculture both as content and context for teaching agriculture at the secondary level. Accordingly, a model is proposed that acknowledges that agriculture provides a rich context in which learning can occur. Today's agricultural educators teach both agricultural content and knowledge from other domains, yielding integrated curriculum. Learning occurs in complex social environments with teacher-to-learner and learner-to-learner interactions. Agricultural education has dual outcomes: a skilled agricultural workforce and successful citizens that are agriculturally literate contributors in a democratic society. The two aforesaid outcomes are not mutually exclusive, and former students (and lifelong learners) may move in and out of gainful employment in the agricultural industry throughout their lifetime.

The technological capabilities of an online-learning environment allow an instructor to make an online class better than a face-to-face class by providing students with learning activities that are individualized to meet their needs and characteristics. One possible learning activity is an illustrated web lecture, which consists of a text-based presentation, such as PowerPoint, with an audio recording of the instructor presenting the lecture. However, a deficiency exists in the research that identifies the student characteristics, such as motivation, self-efficacy, and critical thinking dispositions, which influence student achievement and attitudes when an illustrated web lecture is used. This study sought to fill that void. Results indicated that motivation and computer proficiency tend to influence attitudes and that motivation and prior knowledge influence achievement. It was concluded that when an illustrated web lecture is used to deliver content, students with higher levels of motivation tend to exhibit higher achievement and more favorable attitudes.

Collaborative group problem solving allows students to wrestle with different interpretations and solutions brought forth by group members, enhancing both critical thinking and problem solving skills. Since problem solving in groups is a common practice in agricultural education, instructors are often put in the position of organizing student groups and facilitating group learning. Research has shown that the factors according to which teachers arrange groups hold great influence over the success experienced by a group. The purpose of this study was to examine how arranging groups by problem solving style influenced group problem solving processes. Groups made up of members with heterogeneous or homogenous problem solving styles were given a problem to solve as a class project. Focus groups were conducted with each group at the conclusion of the project to gain an understanding of how each group progressed through the problem solving process. Differences were found in how homogenous versus heterogeneous groups progressed through the problem solving process. With a greater understanding of how problem solving style influences group dynamics, agricultural educators can be more proactive when assigning student work groups, thereby enhancing students’ abilities to work interdependently when creating successful solutions.