Ensuring Quality: Evaluating the Implementation of Video Web Conferencing in Delaware Master Gardener Training

The 2015 Delaware Master Gardeners training simultaneously delivered content to two locations via Zoom video web conferencing (VWC) to increase training efficiency, demanding examination of trainee learning outcomes and experiences.  Potential cost savings could be outweighed by shortened Master Gardener tenure or the loss of high quality horticultural education, which serves to recruit volunteers as a tangible benefit of the training, if remote delivery results in reduced learning.  Prior research evaluating Master Gardner training suggested there would be no significant difference based on instructional mode.  However, earlier studies did not focus on the application of learned materials.  In order to evaluate the pilot implementation of VWC for remote delivery, trainees (N=30) answered two open-ended application questions after eleven instructional sessions.  Each group of participants received approximately half of the instruction face-to-face, while the other group simultaneously received instruction via remote delivery (n₁=17; n₂=13).  Thus, we were able to investigate within-session and overall differences comparing face-to-face and remote delivery instruction.  Prior studies’ results of no significant difference were replicated in this study when sessions were evaluated overall.  However, when sessions were examined individually, individuals who received remote training via VWC scored significantly lower on two trainings (t = 2.25, p = .034; t =3.73, p =.001).  This suggests trainee experiences with VWC were likely impacted by session-specific variables such as the instructor, content, or technical challenges.  We did not find significant differences for other sessions by the same instructors or covering the similar content, so we probed technical challenges further and asked trainees to evaluate the media naturalness of their overall VWC experience.  Media naturalness, the extent to which media approximates face-to-face interaction, consists of five elements of communication.  By investigating media naturalness, we not only evaluated if there were technical difficulties but also what component of interaction was negatively impacted.  Results suggest overall low media naturalness [M=1.88, SD=0.51 (5-point scale)].  The ability to see the instructor’s facial expressions (M=1.24, SD=0.44) was the lowest scoring element, suggesting video stream or size limitations.  As this was a post-hoc measure but applies differently to each session, future research should continue to investigate these findings by evaluating media naturalness by session.  In order to make tangible improvement to remote instructional delivery, it is critical for Extension professionals to understand how the learning experience is impacted.