by Cheryl Peters, Michelle Rodgers, Lela Vandenberg In 2010, Michigan State University Extension conducted its annual statewide conference entirely online; in 2011 MSUE chose to deliver the annual conference both virtually and face-to-face. Similarly, in 2010, eXtension, conducted its first nationwide professional development conference also using Adobe Connect. In 2011, eXtension stayed with a totally virtual conference but modified the format for more focused discussion and participation. Both organizations have conducted extensive quantitative and qualitative evaluations. This session will focus on methodology and lessons learned by both presenters and participants.

1. Virtual vs. In-Person
Professional Development
Comparing Outcomes from Two Annual
Extension Conferences
Cheryl Peters, Ph.D.; Specialist
Michelle Rodgers, Ph.D. ;Director, Univ. of Delaware
Lela Vandenberg, Ph.D.; Senior Specialist

2. This presentation focuses on the
highlights from the 2010 all virtual
conference evaluations (n=338)
and the 2011 conference
evaluations for the
in-person portion (n=219)
and virtual portion (n=92)

3. Comparing the 2010 All-Virtual
Conference to the 2011 Virtual Portion

4. Who was the audience?
• Audience in virtual conference settings were
very similar.
– 55% Educators ; 21%-23% paraprofessional staff;
10 % support staff ; remaining specialists, program
leaders, admin.

5. Institute Affiliation
• Similar in virtual conference settings. Notable
decrease in % of Ag staff attending in 2011.
2010 % 2011 %
Extension Institute Respondents Respondents
Children and Youth 27% 29%
Health and Nutrition 27% 27%
Agriculture/ Agribusiness 22% 13%
Greening Michigan 14% 13%
No Institute identified or
16%
assigned 10%
Two Institutes identified 8%

6. Years of Experience in Organization
Under 5 6-10 11-20 20+
Years Years Years Years
2010 Virtual conference 28% 20% 28% 24%
2011 Virtual portion 24% 27% 29% 20%
Under 5 6-10 11-20 20+
Years Years Years Years
2011 In-Person portion 21% 21% 37% 21%

7. Pre-Training
• 2010 – 69% (n=227) participated in one or
more of the five types of pre-training.
• 2011 – 28% completed training, another 18%
did not participate in 2011, but did so in 2010.
Still, another 28% reported never attending pre-
training to become comfortable with using the
online conference technology “Adobe Connect.

9. Comfort with Technology
• In 2010, Adobe Connect was rated as an effective
medium for professional development (98%).
– Those comfortable with using technology were more
likely to report learning more in the virtual
conference.
• In 2011, 0% responded as not-at-all comfortable
using technology as a participant. As a presenter,
the majority are somewhat comfortable.
– Comfort with presenting online was associated with
attending pre-conference training.

10. What was their learning format
preference?
• In 2010, 49% preferred future conferences to
be only face-to-face. 35% preferred online
only. 28% preferred a combination, hybrid, or
alternating online and in-person.
• In 2011, 84% preferred a hybrid conference
with 60% reporting learning equally well in
both formats.

11. Participant Engagement
Variable constructed for level of involvement in
the virtual conference settings.
Participant only = Passive
Participant + Presenter, Host, Moderator, or
Session Planner = Active

12. Passive vs. Active
Same percent of Passive vs. Active participation
in the virtual conference settings across years.
In 2010, 230 passive (69%) and 102 active (31%)
In 2011, 66 passive (69%) and 30 active (31%)

13. Changing Organizational Culture
Improved
Active
Pre-Training Conference
Participation
Outcomes

16. Meeting Conference Objectives
Comparing the Virtual: 2010 & 2011
Comparing 2011: In-Person & Virtual

17. 2010 Conference Objectives 2011 Conference Objectives
Participants felt inspired, motivated, Built capacity to achieve success in their
and assured regarding role in MSU work.
Extension
Developed skills sets and learned effective
Participants built core competencies methods to deliver programs, including the
use of technology.
Participants had opportunity to learn Learned something new about key issues
from each other through collaborative facing Michigan and our world.
work sessions
Experiencing a role in the conference Felt motivated because needs for
provided opportunity to feel assured competency, autonomy, and relatedness at
about role in organization work were satisfied by the FEC experience.
Participants felt FEC 2010 made them Had opportunities to learn from each other
more comfortable with future online through collaborative work sessions.
learning experiences
Renewed personal commitment to the MSU
Extension mission and rekindled the
Abode Connect was evaluated as an
organizational spirit of making a difference.
effective learning medium
Gained a better understanding of where MSU
Extension is headed in the future.

18. Comparing the Virtual Conferences
Comfort with Technology
– In 2010, active participants more likely to feel
assured of their role in the organization AND to
report increased comfort using technology for
future professional development.
– In 2011, those very comfortable using technology
for professional development more likely to learn
equally well in both format, or likely to learn more
online. Less comfortable with tech more likely to
learn more in face-to-face format.

19. Comparing the Virtual Conferences
Building Competencies
– In 2010, majority (83%) reported meeting this
objective to build essential content and skills.
– In 2011, 96% reported somewhat true or very true
that they were able to learn interesting new skills
on the job in the last year, and 58% further agreed
that the online conference portion supported that
learning at MSU Extension.

20. Comparing the Virtual Conferences
Inspired and Motivated
– In 2010, 59% reported feeling somewhat inspired
by the all virtual conference.
• Yet, 92/260 of comments coded for ‘worst feature’
found the conference impersonal.
– In 2011, 89% reported they consider people at
work as friend and believe that people at work
care about them.
• Yet, only 15% and 18% thought an online conference
supported this work motivation.

21. Comparing 2011
In-Person & Virtual
Portions

22. Self-Determination Theory
• Self-Determination Theory (SDT) defines
intrinsic and extrinsic sources of motivation
• Work conditions supporting the individual’s
experience of autonomy, competence, and
relatedness were assessed for the last year as
a baseline measurement, then respondents
determined if the hybrid conference
experience supported, discouraged, or did not
change their feelings about working for MSU
Extension.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55, 68-78.

23. IN-PERSON
VIRTUAL PORTION
Work Motivation PORTION
Self-Determination Theory
7-items % Felt % Felt
True True
Supported Supported
Feel can make a lot of inputs
78% 27% 74% 28%
deciding how job get done
Free to express ideas and
77% 24% 72% 22%
opinions on the job

24. IN-PERSON
VIRTUAL PORTION
Work Motivation PORTION
Self-Determination Theory
7-items % Felt % Felt
True True
Supported Supported
People at work tell them they are
90% 28% 89% 38%
good at what they do
Able to learn interesting new
96% 58%* 87% 39%
skills on the job
Most days feel a sense of
88% 25% 86% 30%
accomplishment from working

25. VIRTUAL IN-PERSON
Work Motivation PORTION PORTION
Self-Determination Theory
% Felt % Felt
7-items True True
Supported Supported
Consider the people worked with
89% 15% 87% 31%
as friends
Believe people at work care
89% 18% 90% 30%
about them

26. Work Motivation
VIRTUAL IN-PERSON
Both Both
Autonomy Autonomy
items items
2 of 3 All 3
Competence Competence
items items
Neither Both
Relatedness Relatedness
items items

27. 2011- Both Virtual & In-Person
If an Extension employee feels
they have opportunity to
provide input deciding on how
their job gets done, and that
they have freedom to express
their ideas and opinions on the
job throughout the year, then
the virtual and in-person
conference formats support this
work motivation.
Autonomy

28. 2011- Both Virtual & In-Person
If an Extension employee agrees people tell
them they are good at what they do and if
they are able to learn interesting new skills
on the job during the year, then the virtual
and in-person conference supported this
work motivation. If an Extension employee
felt a frequent sense of accomplishment
during the last year, they were more likely
to feel the in-person conference experience
supported this type of work motivation.
Competence

29. 2011 - In-Person Only
Extension employees that
consider the people they work
with as friends and have
higher ratings that people at
work care about them, were
more likely to feel supported
by only the in-person
conference.
Relatedness

30. Motivation Comparison Virtual
and in-Person
• Both formats are needed and may be better
suited by type of conference objective.
• An employee feels motivated by work (job
autonomy and competence) during the year, they
will both formats are considered helpful in
supporting their work. The converse is also true
• In-person format seems to support a feeling of
connectedness to others and provide a sense of
accomplishment feelings from work better than
virtual formats.

31. Common Overall Conference Objectives
Percent
Percent
Agreed
Agreed Average Average
TABLE 1: Objective Independe
Objective Rating for In- Rating for
Met for nt t – test
Met for In- Person Virtual,
2011 Conference Objectives Virtual, Results
Person Format Online Format
Online
Format
Format
Built capacity to achieve success in their work. t (292)= -
84% 92% 2.09 2.41 3.59
p <.001
Developed skills and learned effective methods
t (290)= -
to deliver programs, including the use of 62% 89% 1.77 2.42 7.00
technology. p <.001
Learned something new about key issues
facing Michigan and our world. 78% 81% 2.21 2.13 ns
Had opportunities to learn from each other
through collaborative work sessions. 84% 85% 2.32 2.36 ns
Renewed personal commitment to the MSU
Extension mission and rekindled the
organizational spirit of making a difference. 75% 77% 2.17 2.16 ns
Gained a better understanding of where MSU
Extension is headed in the future. 80% 81% 2.22 2.21 ns

32. Overall Objectives Summary
• An independent t-test found that the means
significantly differed on just two of the six.
• The objectives with comparable conference
ratings being reported as met included:
– learning something new about issues facing the state
and world,
– having opportunities to learn collaboratively from
peers,
– renewing personal commitment to the Extension
mission and spirit of making a difference, and
– gaining a better understanding of MSU Extension’s
future.

33. Overall Conference Objectives
• The two conference objectives that did differ
both by percent in agreement and through
statistical testing of the means were
– building capacity to achieve success in Extension
work and
– developing skills and effective methods to deliver
programs including the use of technology.

34. Discussion Points
• Creating comfort using technology
is critical to achieve success with
online professional development
• Active participation is related to
improved outcomes and facilitates
peer-to-peer learning. This is an
important skill set for presenters to
develop.

35. Discussion Points
• Extension professionals are motivated at work by
seeking challenges, keeping busy with interesting
activities, and having job autonomy.
• Both online and in-person formats of professional
development are useful, needed, and
recommended for Extension professionals.
• Content-focused and skill transfer sessions are
best suited to online learning formats and these
may be offered more frequently than once a year
settings such as annual conferences.

36. Discussion Points
• Extension professionals that consider people
they work with as friends and believe people
at work care about them, are more likely to
feel supported by in-person conference
experiences.