The authors offered an international agribusiness course enrolling five students in Ohio State University ATI and nine students in Tamil Nadu Agricultural University (India). The students interacted synchronously via video teleconference to create export plans for agricultural products. This paper summarizes their feedback and suggestions. The implications of using video teleconferencing to help students derive their own export plans are discussed within the Technology, Pedagogy and Content Knowledge (TPACK) framework. The students rated the video teleconference interactions better than traditional methods of lecture based instruction. Their reasons included superior interaction, the ability to create more realistic business plans in consultation with foreign peers and the opportunity to learn non-content skills such as trust and cooperation in the international context. The difficulties for students arose from establishing the value proposition in an international context, the challenges in sifting through enormous international information, recognizing the cultural differences and the technical and connectivity issues in organizing teleconferencing sessions. The article also includes suggestions from the instructors’ perspectives on effective use of video teleconferencing in international agribusiness courses.


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