Online program metrics and evaluation for FMNP and NATA

Restrictions on public gatherings in early 2020 due to the COVID-19 pandemic resulted in cancellation of in-person outreach programs offered by the Florida Master Naturalist Program and Natural Areas Training Academy, two successful University of Florida extension programs that provide natural history and resource management training to lay and professional audiences. In response, both programs rapidly transitioned to blended or 100% online educational methods to continue offering courses and maintain program operations. To assess participant responses to these changes, we used surveys and course registry data to evaluate and compare course enrollment, satisfaction, and outcomes among courses with new online formats to courses offered prior to the COVID-19 pandemic. We also examined logistical challenges and key programmatic elements that facilitated the transition of both programs to increased reliance on online education. Course participants responded favorably to classes offered online. Our results revealed an audience exists for online programming, that satisfaction with online courses was high and comparable to that measured for in-person courses, and that online approaches effectively transferred knowledge and promoted behavior change in participants. The transition to online programming required investments of time, energy, and in some cases, direct costs. However, this transition was greatly facilitated by the existence of well-defined program protocols, educational curricula, strong partnerships, and feedback mechanisms for both programs. Long-term investments in program structure, partnerships, and support systems enabled both programs to be resilient and adaptable and successfully implement online programming in response to the COVID-19 pandemic. Methods We used program surveys and course registry data to evaluate and compare course enrollment, satisfaction, and outcomes among FMNP and NATA course participants for courses offered prior to the COVID-19 pandemic (pre-COVID period, 2019 and earlier) and during the early COVID period (March 16 through June 30, 2020) when in-person events were prohibited (IRB protocols #202001365 and #201800987). Our questions of interest were whether there were differences between the pre-COVID and early COVID periods in (1) participants who enrolled in courses, (2) participant satisfaction with courses, and (3) outcomes of courses. We also evaluated our experiences related to logistical challenges and identified key programmatic elements we found helpful for adapting FMNP and NATA training courses to include increased levels of online delivery.2020年初新型冠状病毒肺炎（COVID-19）疫情引发的公共集会限制措施，导致佛罗里达自然学家大师项目（Florida Master Naturalist Program, FMNP）与自然区域培训学院（Natural Areas Training Academy, NATA）的线下外展项目全部停办。这两个项目均为佛罗里达大学旗下的优质推广项目，面向普通民众与专业从业者提供自然史与资源管理相关培训。为应对这一情况，两个项目迅速转型为混合式或纯在线教育模式，以持续开设课程、维持项目运营。为评估参与者对此次变革的反馈，研究团队通过问卷与课程注册数据，对比评估了新冠疫情前开设的课程与采用新型在线模式的课程在课程报名情况、学员满意度及学习成果三方面的差异。同时，研究还分析了推动两个项目转向更高依赖度在线教育的后勤挑战与关键项目要素。 课程参与者对在线课程反馈积极。研究结果显示，在线教育拥有稳定受众群体，学员对在线课程的满意度较高，且与线下课程的满意度水平相当；在线教学模式可有效传递知识，并推动参与者产生行为改变。向在线教学的转型需要投入时间、精力，部分场景下还需承担直接成本。不过，两个项目已有的清晰规范流程、教育课程体系、稳固的合作关系以及反馈机制，极大地推动了这一转型进程。对项目架构、合作关系与支持体系的长期投入，让两个项目具备了韧性与适应性，得以在新冠疫情期间顺利落地在线教学项目。 研究方法 本研究通过项目问卷与课程注册数据，对佛罗里达自然学家大师项目（FMNP）与自然区域培训学院（NATA）的课程参与者，在新冠疫情前（2019年及更早的疫情前阶段）与2020年3月16日至6月30日的新冠疫情早期（当时线下活动被禁止）两个时期的课程报名情况、学员满意度及课程学习成果进行评估与对比（机构审查委员会（Institutional Review Board, IRB）编号为#202001365与#201800987的审查协议）。本研究关注的核心问题包括：（1）疫情前与疫情早期的课程报名参与者是否存在差异；（2）学员对课程的满意度是否存在差异；（3）课程学习成果是否存在差异。此外，本研究还评估了团队在转型过程中遇到的后勤挑战，并梳理了有助于FMNP与NATA的培训课程拓展在线教学占比的关键项目要素。