Full text (pdf)As more and more Extension educational content finds its way onto the World Wide Web, questions persist among Extension educators about the effectiveness of online delivery. Do Extension clients learn as much from online Extension educational programs as they do from classroom-based programs? And, are Extension clients with computer and Internet experience more likely to accept online educational programs and be satisfied with them? At Oregon State University, a team of Extension educators addressed those questions via a study of learners participating in the OSU Extension Service's Master Gardener program. The study compared online learners with traditional classroom learners and included pre- and post-testing, user surveys and correlation analysis. These tools were used to assess the effectiveness of online instruction and to analyze characteristics and attitudes of the learners. Statistical analysis of pre- and post-test results indicated that both online and traditional classroom learners performed similarly in terms of amount of material learned. Correlation analysis did not indicate any linkage between experience with computers and the Internet and satisfaction with the online course. However, the analysis did indicate linkage between 1) college experience and satisfaction with the online course, and 2) convenience of taking a course online and satisfaction with the course and willingness to take another online course. The major implications of this research are that online delivery of Extension educational programs can be as effective as traditional delivery, and that convenience of access is significantly associated with learner willingness to take Extension educational programs online.
This research project was funded by an Oregon State University Extension Service Innovative Grant
