2018 ASHS Annual Conference

In 2015, Delaware Extension piloted Master Gardener remote delivery of training sessions via synchronous Zoom sessions. We evaluated trainees’ ability to apply information after sessions and perception of the training in terms of approximating an in-person experience (Barton et al. 2016). While overall quality of information application was equivalent between in-person and remote sessions, several specific sessions with technical difficulties showed reduced application ability for remote trainees and trainees perceived the remote component poorly. Despite the trend towards no significant difference in knowledge when technical functionality is sufficient (Jeannette & Meyer, 2002; Stack, 1997; VanDerZanden, Rost & Eckel, 2002; Warmund & Schrock, 1999), Master Gardener researchers identify reduced tenure as a potential consequence of remote delivery or online training (Stack, 1997). To assess this in Delaware, we conducted a follow-up survey in winter 2017 to evaluate the 2015 Zoom trainees’ satisfaction, intent to remain with Master Gardeners, and attribution of Master Gardener skill to various learning opportunities (original training, advanced training, or experience in role). We surveyed all current Delaware Master Gardeners (MGs) in order to compare 2015 Zoom trainees to their Delaware MG peers, with a 70.2% response rate. Using a series of robust multiple linear regressions, we identified that although MGs rate their training high overall, the subset of volunteers who participated in training via Zoom did express a statistically significantly lower rating (M = 5.83, SD = 1.09; scale of 1 to 7) than those who participated in previous trainings (M = 6.39, SD = 0.95). Similarly, we also found that Zoom trainees rated their satisfaction with the MG program (M = 5.63, SD =1.13; scale of 1 to 7) significantly lower than the rest of the Delaware MG volunteers. (M = 6.06, SD = 0.87). Encouragingly, we did not identify a significant difference in Zoom trainees’ intent to remain with the organization. These results suggest that, while MG facilitators should plan use of remote MG training carefully, we do not expect it to impact their volunteer retention.