Journal of Agricultural Education - Vol. 39

The study assessed interest of 649 agricultural science graduates in completing courses delivered by distance education. Graduates were surveyed by mail to I) determine their level of interest in completing courses offered by distance education, 2) compare the characteristics of graduates who are interested in distance education with those who are not, 3) examine factors that may influence their demandfor credit courses delivered through distance education, and 4) iden@ conditions under which agricultural science graduates willparticipate in credit courses delivered through distance education. Most of the respondents were interested in taking courses by distance education. mere were slight differences between the demogrqhics of those interested in taking courses by distance education and those not interested. Attitude towards distance education andwhether or not respondents had teacher certification were identifi‘ed as the most important variables in determining interest in taking courses by distance education. Most respondents prefer to study on their own and at their own pace. Departments and colleges must develop courses that are flexible enough to accommodate the needs of distant students. Introduction/Theoretical Framework In colleges of agricultural sciences, communications technologies have the potential to increase course access to homebound students as well as those who, for reasons such as careers and other responsibilities, are unable to access residential programs. Currently, agricultural education institutions are using communications technologies for a variety of educational activities. Using video, print, satellite, and computers, agricultural educators are increasingly delivering programs to large numbers of learners with diverse backgrounds and in different locations (Miller, 1997; Miller & Honeyman, 1993 ; Nti & Thomson, 1996; Murphrey & Christiansen, 1997). Communications technologies are also being used to supplement classroom instruction in various ways. Marrison et al. (1992) used computers to supplement classroom instruction as well as simulate dangerous, complex, and/or expensive experiments. Also, Schumaker and Strickland (1992) used computers to teach students how to adjust combine harvesters and thus, eliminated the need to provide the equipment and materials. Further, interactive video discs have been used to teach agriculture related subjects to the general public (Rockwell et. al., 1990; Weaver et. al., 1991). In addition, several programs are being delivered by satellite to students and the general public through the Agricultural Distance Education Consortium or ADEC (AG*SAT Corporation, 1993; Kiernan et. al., 1995). While communications technologies are increasingly being used to deliver instruction in agriculture, there is the need to understand them further and expand their uses in order for institutions to gain full benefit. Bowen and Thomson (1995) observed that the potential for Journal of Agricultural Education 21 Vol. 39, No. 3,199s using communications technologies to deliver instruction in agricultural colleges remains untapped. The ability to tap this new resource successfully could help strengthen agricultural education programs. However, to effectively tap this new resource, agricultural education programs must determine the interest of potential students and factors that may influence their decisions to participate. Course instructors must understand the background and characteristics of students in order to develop effective programs to meet their needs. According to Threlkeld and Brzoshka (1994) “background and descriptive data will help in curriculum decisions, program design and perhaps, most importantly, what to expect in terms of learning from distant students.” Willis (1989) also stressed the importance of understanding the backgrounds and needs of distant learners when planning distance education courses. According to Kemp et al. (1994, p. 50) one of the key elements of the instructional design process is learner characteristics that can impact instruction. Kemp et al. also suggest considering interest, age, and maturity of learners among other factors. A number of researchers have examined several aspects of distance education and how it might be used in the agricultural sciences. No study, however, has documented the level of interest that potential students have in enrolling in credit courses. Further, no research has examined the interest that agricultural science graduates have in enrolling in distance education credit courses. Thus, the problem examined in this study was: What level of interest exists among college of agricultural science graduates to enroll in credit courses delivered by distance education and what factors and conditions impact that level of interest? Purpose and Objectives The primary purpose of the study was to assess the level of interest that agricultural science college graduates have in completing distance education credit courses that can be used to meet their professional development, advanced degree, J o u r n a l o f A g r i c u l t u r a l E d u c a t i o n a n d t e a c h e r c e r t i f i c a t i o n n e e d s . A secondary purpose was to examine factors and conditions that influence the graduates’ interest in enrolling in distance education credit courses. The objectiv s were to: