Abstract
In conjunction with faculty at Oregon State University, we developed a distance education course in two phases. During Phase I, conducted Spring of 1996, we used Oregon ED-NET (a simulcast satellite education system) to reach 143 students at 14 sites in Oregon. In the second phase, we offered the course nation-wide in a video format Spring term 1997 and enrolled 92 students at 13 sites. We will offer the video course again during Winter term 1998 following an expanded marketing plan. Our objectives in this paper are to present (1) course design and production information; (2) our experiences with satellite and video teaching; and (3) present information regarding student perceptions and satisfaction with the two distance delivery methods. In Phase I we used notebooks, computer discussion groups, two-way audio, and toll-free phone access to assist students in comprehending the materials. Lectures used computer-graphic screen shows, slides, and locally produced video segments. Based on regular evaluations assessing student learning and satisfaction, we redesigned and professionally produced the course for video distribution in Phase II. Evaluations indicate a high level of satisfaction with the course, but student interaction was minimal. We discuss pros and cons for offering similar courses using these technologies, and present future plans for course enhancement.
Recommended Citation
Edge, W. Daniel; Loegering, John; and Diebel, Penelope
(1998)
"Principles of wildlife conservation-testing distance delivery methodologies,"
Natural Resources and Environmental Issues: Vol. 7, Article 9.
Available at:
https://digitalcommons.usu.edu/nrei/vol7/iss1/9
