Students' Perceptions of Online Equine Courses and Their Impacts on Learning Outcomes

Authors

Blaire (Gibbens) Speck, University of Nebraska-LincolnFollow

First Advisor

Dr. Lisa Karr

Second Advisor

Dr. Lena Luck

Third Advisor

Dr. Doug Golick

Date of this Version

12-2022

Document Type

Article

Citation

Gibbens, B.L., (2022). STUDENTS' PERCEPTIONS OF ONLINE EQUINE COURSES AND THEIR IMPACTS ON LEARNING OUTCOMES. M.S. Thesis. University of Nebraska. Lincoln, Nebraska.

Comments

A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfilment of Requirements For the Degree of Master of Science, Major: Animal Science, Under the Supervision of Professors Lena M. Luck and Lisa K. Karr. Lincoln, NE: August 2022

Copyright © Blaire L. Gibbens

Abstract

Post-secondary education is always changing and evolving. Over the last few years, significant changes in education have resulted in an increased number of online courses. Approximately 28% of students seeking higher education participate in at least one online course and 14% are enrolled exclusively in distance or online programs (Allen & Seaman, 2016). However, courses that are typically hands-on, like equine science, may be more challenging online. The hands-on experiences in equine science classes help prepare students for future careers. Due to an increase in students choosing to take courses online, a review of online teaching methods was conducted to determine students' preferred teaching tools in an online equine course. The survey was sent out to approximately 10 universities that offer equine science courses online through members of the National Association of Equine Affiliated Academics (NAEAA) and equine program directors to solicit student participation. Participation was limited to college students that had previously or were currently enrolled in an online equine-focused course and was completely voluntary. Of the 77 respondents, 71 (92%) were female, 6 (8%) males, and the majority (96%) white. The primary reasons students chose an online equine science course was because it fit their schedule better (n = 8; 24.5%) and the course was only offered online (n = 36; 23.2%). Students found videos (n = 62; 92.5%) and readings (n = 57; 85.1%) were extremely or somewhat beneficial teaching methods in online equine courses. Half (n = 34; 50.8%) of the students felt they learned as much in their online courses as in a traditionally taught equine course. Additionally, students indicated they received a quality education in equine science courses whether taught online (n = 55; 82.1%) or in a traditional in-person (n = 49; 73.1%) format.

Advisor: Lisa Karr and Lena Luck