Assessing Student Learning from an Experiential Hydroponics Production Module in a Greenhouse Management Course

Student learning from a 6-week, hands-on hydroponics crop production module in the course HORT 570 Greenhouse Operations Management at Kansas State University was assessed during Fall 2013. The module design followed Kolb’s Experiential Learning Circle, with teams of students responsible for production of lettuce or basil and chives crops in either a nutrient film technique (NFT) or in-pot recirculating culture system. Objectives were to discern if this class experience would 1) improve student understanding of not only hydroponic systems, but also general crop nutrient management principles; and 2) improve higher-order learning skills (HOL) of applying, analyzing, and evaluating information. Students were given responsibility for all management decisions for implementing both organic and inorganic nutrient management programs during Monday through Friday for 6 weeks. Student learning was evaluated by administering the same survey, which included questions to evaluate student perception, lower-order learning (LOL), and HOL, at four separate times during the semester: 1) prior to mentioning plant nutrition or hydroponics; 2) after plant nutrition lectures but before the hydroponics module; 3) immediately upon completion of the hydroponics module; and 4) at the end of the semester. An increase in student confidence related to managing hydroponics production and nutrient management was perceived upon completion of the module. The greatest increase in LOL occurred after the material was presented during the course lectures, with a slight increase also occurring upon completion of the hydroponics module. In contrast, HOL did not significantly increase after the lecture material was presented, but significantly increased upon completion of the hydroponics module. This evidence suggests that experiential learning improves student understanding and fosters HOL. Though designed experiential learning activities are expensive and time-consuming to implement, these results show that experience-based modules can be used to build student confidence regarding complex crop management scenarios and promote an increase in their HOL.