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In conjunction with two noncredit, on-line training modules for the Oregon Master Gardener Program, a team of educators and web designers developed an evaluation tool to help determine the effectiveness of these modules for training Master Gardeners. The evaluation tool includes questions on technical issues, organization and presentation of the module, navigation throughout the module, content and user satisfaction. Data collected from participants via the tool in 1999 on the basic botany module, highlighted areas that needed improvement including reducing the amount of on-screen reading (organization and presentation) and an inability of participants to access video clips and animations (user satisfaction). Overall, participants gave both modules high marks in each of the five categories. Major modifications made to the soils and fertilizers module in 2000 were likely responsible for the improved organization/presentation rating (2.4 in 1999 to 1.9 in 2000 where 1 = highly positive ranking; 5 = highly negative ranking) and the user satisfaction rating (2.5 in 1999 to 2.0 in 2000). Both years the overall acceptability of the course was high 1.45 (1 = highly positive ranking; 5 = highly negative ranking) and 1.80, 1999 and 2000 respectively, and has encouraged the team to continue developing on-line training modules for the Oregon Master Gardener Program. The Internet and modern technology have opened new doors for educational experiences that can meet the variable needs of millions of users. As an educational resource the Internet enables students to interact with instructors and subject matter experts around the world, and allows the flexibility to work and learn at times and in locations that fit their needs (Lippert et al., 1998; Tennessen et al., 1997). While extension traditionally has delivered information in face-to-face meetings (Beaudin, 2000), it now has an opportunity to expand its educational outreach. By recognizing the evolving needs of local stakeholders and evaluating new tools available through the Internet, Extension’s functionality and role in extended education can be enhanced (DeYoung et al., 1995; Tennessen et al., 1997). Examples of successful on-line program delivery within Extension include training sessions for Extension faculty, volunteers, volunteer managers, and county-based clientele (Beaudin, 2000; Lippert et al., 2000; Sherfey et al., 2000). Specifically, Lippert et al. (2000) reported success with this method of delivery as measured by increased post-test scores and with participants rating on-line training as effective as traditional teaching methods. Our observations suggest on-line training modules are much different from traditional training tools and require a broad application of pedagogy. In many modules, accurate and well-organized content is combined with on-line resources such as off-site links, audio or video clips, email, and listserves. Ultimately, the module needs to have accurate content, and be visually appealing and user friendly. Although on-line education is becoming commonplace, and the literature does reflect some good examples of successful programs, Merisotis and Phipps (1999) noted more research is needed to better understand the effectiveness of this teaching method and if students learn and retain as much as via traditional classroom instruction. The evaluation tool discussed in this paper may be a useful means of addressing some of these questions.

Evaluating On-line Training Modules in the Oregon Master Gardener Program