Factors affecting the adoption of distance education technology by Cooperative Extension Agents in the State of Texas

Abstract

The purpose of this study was to identify and analyze Cooperative Extension Service professionals regarding their distance education perceptions. Texas Cooperative Extension Service Agents (N=750) were the target population. A sample of 180 Agents was randomly selected and a total of 102 Agents responded, for a response rate of 56%. Data from the survey indicated that the population was almost equally divided between male and female and most Agents were between the ages of 30 and 50. Almost half of the population had over 15 years experience and a majority were agriculture Agents. Statistically most Agents had never delivered a program using distance education type technologies and very few of the Agents felt that learning required face-to-face meetings. Almost none of them were philosophically opposed to distance education. Agents perceived themselves as not competent in using the technology and instructional methods for distance education. Agents' responses show that they placed a high amount of value on distance education. There was a definite need to increase the amount of information and technology support available. Gender, rank/level, and age played little to no role in perceptions of distance education. The belief that learning requires face-to-face meetings between client and Agent also had no effect on their perceptions. The role Agents played was significantly related to perceptions. FCS Agents tend to perceive themselves as less competent with distance education and as having less access to information technology and support. Level Three Agents also had a tendency to perceive themselves as having less access to information technology and support. Agents that have a high perceived competency deliver more programs using distance education methods and technologies. Very few were philosophically opposed to distance education. Overall it can be concluded that Agents place a high value on distance education but do not perceive they have the competence, information technology, or support to effectively deliver programs using distance education technology.