Understanding the Motivations of OSU Extension Program Participants: Meeting Their Specific Needs for Learning and Engagement
Extension Education
Kate Hornyak
Program Coordinator
The Ohio State University Extension
Delaware
Abstract
As Extension professionals we work with different stakeholder groups. The stakeholder differences can influence our engagement strategies and affect learning outcomes (Herremans et al., 2016). Therefore, it is important that we are aware of what motivates individuals to participate in Extension programming. This session will focus on the motivations for engaging with Extension of two of our primary programming audiences: attendees of Pesticide & Fertilizer Recertification trainings and Master Gardener Volunteers. Pesticide & Fertilizer Recertification programming requires individuals’ attendance. Master Gardener-related programming invites individuals to learn more about a topic of interest and offers them the ability to volunteer their time assisting with educational activities. By exploring these two distinct groups, we can better understand how motivational drivers can affect program planning and participant engagement. There has been research that showed adults who participate in non-formal education settings goals were to acquire new knowledge and skill but also gain fulfillment from “internal” needs: strengthening self-confidence, improving social relationships, and avoiding everyday life stresses (Karalis & Koskeris, 2016). When we are better able to recognize these non-obvious motives, we can become more effective with the engagement tailored to fit adult learners’ needs.
Within these two distinct programs, we are faced with intellectual curiosity and practical benefits. As volunteering is seen as lifelong learning motivation. This is delved from the difference in adult participation is the focal point of Houle’s (1961) Typology: classifying adult learners as being goal-oriented, activity-oriented, and learning-oriented learners. Strong and Harder (2010) describes how these adults motivations connect with Extensions objectives to design, implement, and evaluate educational experiences with increasing their knowledge and skills. Master Gardener Volunteers demonstrate significant commitment through an intensive first year involving a 12- week program, 50 educational hours, and 50 volunteer hours. Whereas private applicators in the Pesticide & Fertilizer Recertification program participate out of requirements, having to fulfill a mandated three hours of educational training every three years to renew their license. This is essential to acknowledge motivations in required and volunteer programs, as both programs play a critical role in achieving Extension’s outreach goals with consumer demands and stakeholders.
Poster has NOT been presented at any previous NACAA AM/PIC
This poster is being submitted for judging. It will be displayed at the AM/PIC if not selected as a State winner. The abstract will be published in the proceedings.
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Authors: Kate Hornyak
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Hornyak, K. Program Coordinator, Ohio State University Extension , Ohio, 43015