Abstract

ABSTRACT We tested a woody plant identification computer tutorial for its ability to improve field identification skills. If a specific field skill such as tree identification can be taught on the computer, students would have increased flexibility for studying, and the possibility of online computer courses for tree identification could be investigated. Our specific goal was to determine if knowledge gained from the computer tutorial transfers readily to the field environment, where it has its primary value. We also examined relationships among computer use time, grade point average, and grade earned in a woody plant identification course. Three different types of controlled experiments all indicated that use of the computer tutorial does improve field identification skills. One study found final grades increased from 75.9 to 80.8% for students who used the program. In a separate study in which students learned to identify trees only on a computer, field identification increased from 9.3% (before use) to 65.8% (after use). There were no correlations among class grade, grade point average (GPA), and computer use. Collectively, these results strongly suggest that students can learn field identification using a computer. T HE use of computer-enhanced instructional material is rapidly increasing in the classroom. Computer tutorials allow students to study in their own way and at their own pace. Computer tutorials exist for a wide range of skills, including the identification of weed seedlings, mycorrhizae and insects; the teaching of chemistry; and farm safety Over the past several years, we have developed a rather large and comprehensive tutorial for the identification of woody plants. The first version, Woody Plant ID This study presents the results from several experiments in which we examined the following questions: 1. Does knowledge gained from a computer tutorial transfer to the field environment where it is used? 2. Is there a correlation between the improvement in tree identification and time spent studying the woody species on the computer, and if so, how much time is needed for best results? 3. Is there any indication that the software is a more effective learning tool for specific groups of tree species [e.g., oaks (Quercus) vs. maples (Acer)]? METHODS The computer software is a comprehensive package for learning woody plant identification, and it provides students a tutorial in the vocabulary used to describe all woody plant parts. It contains full text descriptions, site requirements, interesting tidbits (e.g., human and wildlife uses) and range maps or range descriptions for all species. Multiple color pictures of the twigs, leaves, bark, fruit, and form are given so students can develop a feel for normal variation expected in plant parts. Key identifying features are often annotated. Perhaps most useful is the feature that allows students the ability to evaluate their own progress in identification with selfpaced quizzes. A detailed description of the software can be found at www.cnr.vt.edu/dendro/wpina/index.html (verified 8 Apr. 2002). Three separate studies were conducted to answer our research questions. In the first study, the student population enrolled in dendrology at Virginia Tech was divided systematically in half. Half were allowed to use the original program (Woody Plant ID) for a 2-wk period, after which their field scores were compared with those of a control group. The control group received a conventional indoor review session with an instructor and non-users (students who chose not to use the software). A few weeks later, the original control group was introduced to the program and allowed to use it for