Comparing the costs and educational value of delivering distance education programming versus traditional face-to-face classroom education
AbstractExtension clients have indicated that to remain competitive in a changing industry they need educational programming (DeCamp et al., 2001). In the past, this was accomplished through a face-to-face classroom setting (Chambers et al., 2006). Although research has shown that the value of classroom delivery is still important, producers have become concerned with increases in the cost of traveling to a live classroom (DeCamp et al., 2001). In an effort to help curtail costs associated with face-to-face workshops while still delivering pertinent educational resources, a statewide team of University of Florida/IFAS Commercial Horticulture Extension educators began authoring a series of monthly articles in a regional commercial nursery industry magazine. The purpose of this study was to compare costs associated with traveling to a traditional face-to-face classroom situation against costs incurred through receiving the same material via distance education. This study determined the effectiveness, satisfaction, and quality of the resources delivered via distance education.