1. ACCEPTANCE OF WEB-BASED EXTENSION
AGRITOURISM PROGRAM DELIVERY
Komar, * S. J. 1, Rich, S. 2, Schilling, B. 3 , Tomas, S.R. 2, Carleo, J. 1, Colucci ,S.J. 4
1.County Agent, Rutgers NJAES Cooperative Extension, New Brunswick, New Jersey 0890. 2Assistant Professor, North Carolina State University, Raleigh, North Carolina 27695
3. Extension Specialist, Rutgers NJAES Cooperative Extension, New Brunswick, New Jersey 089014. County Agent, North Carolina State University, Hendersonsille, North Carolina 28739
RESULTS AND DISCUSSION
ABSTRACT The webinars were well attended with 214 participants in the 5 educational
In recent years, distance education has become an important outreach tool in programs (Table 1.). Most respondents (92.4%) were satisfied or very satisfied
some areas of cooperative extension. This tool allows educators the ability to with the program with 100% reporting that they would recommend the program
host what would traditionally be viewed as face-to-face educational programs to others. The majority of respondents (80.3%) reported learning strategies
over the internet using specialized software. In 2010, a series of educational that would improve their operation (Figure 1.) with 59.7% reporting that they
webinars were conducted. The program entitled, The East Coast Agritourism would implement at least one strategy on their farm (Figure 2.). Most
Webinar Series was developed to introduce participants to the fundamentals respondents (75%) reported having little to no problem utilizing the technology
of establishing an agritourism venture on-farm. The objectives of this study (Figure 3.) although most of the participants rated themselves as being only
were to evaluate participant’s acceptance of web-based technologies and to somewhat to moderately proficient using a computer (Figure 4.).Among
quantify the impact of web-based programs on Extension clientele. Two respondents, >76% reported attending traditional extension programming.
hundred fourteen (214) individuals participated in five webinars hosted during Program participants view of the Elluminate Live © window (Left) and example of web-based However, 23.7 % reported never attending any Extension programs indicating
2010. Participants were surveyed to quantify the educational impact of these invitation used to promote webinars (Right) that web-based programming reached new clientele (Figure 5.) Among
programs and to determine the effectiveness of the program. Most respondents who have attended traditional Extension programming, most rated
respondents (92.4%) were satisfied or very satisfied with the program with web-based programming equal to traditional programming with 33% rating it
100% reporting that they would recommend the program to others. The PROGRAM DELIVERY better than traditional programming (Figure 6.).
majority of respondents (80.3%) reported learning strategies that would A series of educational webinars were conducted in 2010 by Extension
improve their operation with 59.7% reporting that they would implement at faculty from Rutgers University and North Carolina State University (Table
least one strategy on their farm. Most respondents (75%) reported having little Comparison to Traditional Programs
1.). All webinars were conducted using Elluminate Live© software. Programs Participation in Traditional Programs
to no problem utilizing the technology. Among respondents, >76% reported consisted of approximately forty-five minutes of lecture and fifteen minutes 5.1
attending traditional extension programming. However, 23.7 % reported never dedicated to answer specific questions. Sessions included interactive 27.8
33.3
attending any Extension programs. Webinars appear to be a viable alternative PowerPoint presentations (Microsoft Corporation, Redmond, Washington) 61.5
to traditional classroom extension programming and may increase efficiency with time allotted for one-on-one interaction using the interactive tools 72.2
for certain programs while attracting new participants to Extension associated with the software. At the conclusion of each webinar, participants
programming. were asked to evaluate the program by completing an online survey
(SurveyMonkey.com, Portland, OR). The survey instrument consisted of a Yes No Not as Good Equal To Better Than Much better
series of multiple choice questions with additional space for written Figure 5. Participation in traditional face-to-face
Figure 6. Comparison of web-based program to
comments. Participants were asked a series of questions designed to Extension programs.
traditional Extension programming.
assess the educational value of the webinar session and to determine their
INTRODUCTION acceptance of the webinar as a method of information delivery.
Web-based learning has become popular in part because of its potential for Participant Comments
providing more flexible access to educational content. Education, using “This is so convenient. Especially with children and trying to run the farm. No
computer and internet technologies, is rapidly changing how students learn as travel time or leaving the farm; this was wonderful!”
well as how educators teach and communicate with students. Although web- Webinar Provided Useful Information
Intention to Implement Strategies “I appreciated having my specific questions answered in relation to the topic, as
based education offers several potential benefits, the use of this technology
3.8 2.3
must be accepted by clientele in order for it to be an effective tool for 24.2 13.6
37.7
well as seeing examples of agritourism in practice.”
extension program delivery.
56.1 59.7 “Nothing compares to face-to-face, but we can learn so much by a webinar. Keep
them coming.”
2.6
Strongly Disgree Disagree
Nuetral Agree
“The webinars covered a wide variety of topics with interaction from participants.”
Total yes No Maybe
Strongly Agree
Webinar Title Participants Figure 2. Participants’ reported intention to implement
Figure 1. Participants’ reported evaluation of the
Introduction to Agritourism 73 at least one strategy presented during webinars.
educational value of web-based program.
Agritourism, Is it Right For Me? 37
CONCLUSIONS
Marketing Your Agritourism Business 35 Participants Computer Proficiency Difficulty Using Technology Overall, participants appeared satisfied with the web-based educational
Creating the Customer Experience 49 1.9 programs. Web-based technologies can provide effective educational
9.3
Using Social Media to Market Your Business 20 35.2
1.9
27.8 programming for traditional Extension clientele. This technology also allows
53.7 70.4 faculty from different institutions to conduct regional programs in a timely and
Table 1. Webinar topics and total participants during 2010 program.
cost-effective manner. Although web-based programs can be effective, careful
attention must be paid to the needs and preferences of individual clientele
groups when planning programs. In some situations, other delivery methods
Not Proficient Somewhat Proficient
Proficient Very Proficient
Much Difficulty Some Difficulty No Difficulty such as face-to-face and one-on-one consultations will have the greatest
Figure 4. Participants’ reported difficulty attending
impact. Combining new technologies such as webinars with traditional
Figure 3. Participants’ reported computer proficiency. web-based Extension program. methods can enhance the educational value of Cooperative Extension
programming while expanding the availability of programs for Extension
clientele.