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Access to information has dramatically changed since the creation of the Internet. People are able to access the internet from anywhere in the world using many different devices. OSU Extension is challenged to keep up with this trend to remain relevant to the target audience. Shifting toward online delivery methods by Extension professionals will require time, training, and possibly a change in the organizational culture. The purpose of this study was to identify factors that Ohio State University Extension (OSUE) professionals considered in making decisions about using online tools in their educational programs. This study examined OSU Extension professionals’ experience with online education tools as learners and as educators, and identified factors considered in their decisions regarding the use of online tools in their educational programs.Based on the literature, various faculty groups in higher education have been surveyed to identify factors that influenced their decisions to use online tools and delivery methods. However, prior to this study, Extension professionals have not been included in such studies. Although Extension programs afford many opportunities to use online tools; there is potential to expand the use of online tools in delivering Extension programs. The target population for this study was OSU Extension professionals who plan and conduct educational programs. Survey methods were used to collect the data. A review of the literature yielded information which provided the basis for developing the data collection instrument used in this study. Instrument validity and reliability were assessed prior to data collection. Data analysis involved statistical procedures needed to answer each research question. The data collection instrument was administered electronically to obtain responses from OSU Extension professionals regarding their use of online tools to deliver their educational programs. The instrument also solicited data from Extension professionals regarding their use of online tools, both as learners and as educators. Results from this study indicated that Extension professionals used online tools more as learners than as educators. Communication tools were used most often as learners and educators, and Website design tools were used the least as learners and educators. Motivator and Inhibitor (intrinsic) factors explained the most variance associated with Extension professionals’ use of online tools. Age and years of work experience in Extension were inversely related to the use of online tools in their educational programs.This study found that Extension professionals used online tools more as learners than they did as educators. The recommendation was made to incorporate professional development programs that afford Extension professionals the opportunity to experience online tools as learners. Results indicate that Extension professionals primarily considered intrinsic factors (Motivators and Inhibitors) when deciding about the use of online tools in their educational programs. Results also revealed that Extension professionals’ age and years working in Extension were inversely related to their decision to use online tools in their educational programs. Based on these results, hiring criteria should include experience and desire to use online tools in program delivery as preferred qualifications. Implications of these findings support the assumption that understanding Extension professionals’ decision to use online tools in their educational programs is important and that a concerted effort to address these factors should continue to help meet the growing demand of Extension clientele for online programs. Suggestions for further study included an assessment of online educational program quality and identification of effective strategies to promote the use of online tools among older and experienced Extension professionals. |
