Evaluating the implementation of video web conferencing in Delaware master gardener training

Abstract

In the 2015 Delaware (DE) Master Gardener training, instructors synchronously delivered content to two trainee cohorts (Cohorts A and B) who met at three locations (Sites 1, 2, and 3) via video web conferencing (VWC). This reduced instructor delivery and travel time but warranted close examination of trainee learning outcomes and experiences. To evaluate the pilot implementation of remote delivery, trainees [number of trainees (N) = 30] answered two open-ended application questions after 11 instructional sessions. One cohort received instruction face-to-face, while the other cohort synchronously received instruction via remote delivery [number of participants in cohort 1 (n1) = 17; number of participants in cohort 2 (n2) = 13]; each cohort was remote for about half of the sessions. The overall average face-to-face score assessing session content mastery was higher than the overall average remote score by 0.1, a 5% difference given the possible scores range of 0 to 2.0. When we grouped sessions by remote delivery site, delivery mode only significantly predicted average session scores for those sessions delivered remotely to Site 2 and not those delivered remotely to either Site 1 or Site 3. When we considered each session individually, delivery mode significantly predicted session scores for 2 of the 11 sessions, both broadcast remotely to trainees at Site 2, where the band width was 10% of those at Sites 1 and 3. We suggest the VWC system performed particularly poorly for these sessions due to limited band width. Posttraining survey results suggest the VWC system did not function well enough to approximate face-to-face instruction. The overall educational rating of the training was significantly higher than the media naturalness rating suggesting poor technical functionality did not substantially undermine trainees’ perception of the education they received. This study indicates remote delivery is a viable strategy for improving the efficiency of training programs if it is consistently implemented with the appropriate technical infrastructure.