Evaluation of Cognitive Learning in an Academic Webinar in Agriculture

Author: Pradeepkumar T., Binoo P. Bonny, Dicto Jose M., Lokesh S., Divya K. Lekshmanan, Aswini A. and Vivek S.

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Abstract

The paper mapped the webinar content to evaluate its influence on participants' progress in cognitive learning on synchronous online platforms that facilitated a multidimensional structural learning process. A quasi-experimental research design was followed in analyzing the transcripts recorded from the three-day academic webinar attended by 630 participants, which was coded into significant themes and the frequency of codes recorded to validate the content coverage using MAXQDA software. The cognitive learning of the participants was calculated as the difference between post- and pre-evaluation test scores. Pre- and post-evaluation knowledge test scores of participants conducted on selected themes showed webinars to be effective in enhancing the knowledge level of participants across age, professional status and gender, with the most significant improvement in students and young professionals related to hybrid breeding correlating the content coverage. It has aided pedagogical characterisation and progress in the effectiveness of online learning environments. Contributes to the metacognition domain of cognitive learning theory in the emerging context of online learning, specifically to the information process theory. Address the research gap on effective planning and design of e-learning content in agricultural education.

Keywords

Academic webinar, Content analysis, Cognitive learning, tropical vegetables, Knowledge test

Conclusion

Thus, it could be concluded that the study's findings contributed to the meta cognition domain of cognitive learning theory in the emerging context of online learning, specifically to the information process theory. This could find application in improving the effectiveness of online learning in synchronous virtual methods like webinars. This could be attributed to webinars' role in facilitating multidimensional structural learning processes, self-regulatory activities and learner autonomy (Jenkins et al., 2009). As such the results could find application in the pedagogical characterisation and improvements in the effectiveness of online learning environments of higher education in general and agricultural education specifically. These indicated its tremendous potential to be integrated into blended learning programme curricula. However, there is a need to develop criteria for evolving coding indicators that could be used in similar studies involving content analysis. This warranted a more detailed study to identify and analyse the learning effects and the associated pedagogies of synchronous learning environments to find the causes related to the dynamics of cognitive learning. Also, research on the online discussions emerging from these synchronous learning platforms will be helpful in promoting Socratic methods of discussions, as suggested in many reports (Hansen 1988; Yang et al., 2005). This would facilitate guiding and interpret how learning occurred in these virtual innovations of instructional technology that have gained prominence.

References

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How to cite this article

Pradeepkumar T., Binoo P. Bonny, Dicto Jose M., Lokesh S., Divya K. Lekshmanan, Aswini A. and Vivek S. (2023). Evaluation of Cognitive Learning in an Academic Webinar in Agriculture. Biological Forum – An International Journal, 15(10): 781-789.