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Ann Marie VanDerZanden

need, two online training programs were developed. The first was a set of 20 online training modules to prepare INLA members for ICNP exam. The second was a series of advanced training webinars that cover emerging issues in the green industry. Iowa

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Carl Taylor, Elizabeth B. Symon, Amy Dabbs, Alexander Way, and Olivia M. Thompson

used a school-based garden provided to them after completing the online training program. This was assessed through responses to four overarching questions: 1) What are the characteristics of the gardens and the schools where they are located? 2) When

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Karen J. Jeannette and Mary Hockenberry Meyer

The effectiveness of Internet or online training was compared to traditional classroom training in the Master Gardener Core Course/Horticulture 1003 at the University of Minnesota, St. Paul. Overall horticultural knowledge was significantly greater for both groups in posttest results, and there was no significant difference in horticultural knowledge between the two groups. Online learners did not perceive the lack of instructor face-to-face interaction to be as important as did classroom participants. Online learners also placed a greater value on flexibility of class time and no commuting. Both groups spent approximately 75 hours on the class. However, 20% of classroom participants' time was commuting. Online training was an effective method for teaching Master Gardeners in this study.

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Mary Hockenberry Meyer

Extension publications in the United States. She was the State Coordinator of the Minnesota Master Gardener program where she developed online training for Master Gardeners in 1996, and later introduced online volunteer reporting and tracking of volunteer

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) reports the impact of two asynchronous online training programs developed for Iowa’s nursery and landscape professionals. When these green industry professionals began using online training modules to prepare for a certification exam the pass rate

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Mary Hockenberry Meyer, Cynthia Haynes, Denise Ellsworth, Sarah Ellis Williams, Celeste Welty, and Karen Jeannette

do not readily understand the IPM acronym. Additional online training, for all gardeners in specific IPM tactics, such as biological controls and pest life cycles are timely and should be offered to these audiences. Literature cited Boggs, J. Draper

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George F. Czapar, Marc P. Curry, and Raymond A. Cloyd

development of on-line educational programs for retail store employees. Rather than simply providing a list of Internet resources, the online training program could be structured around IPM and possibly offer a certificate upon completion. This could allow

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Bryn Takle, Cynthia Haynes, and Denny Schrock

interested and almost one-third (32.7%) were moderately interested in organized field trips. Means for video presentations and state electronic newsletters were not significantly different from each other. Similarly, means for self-paced online training

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Sheri Dorn, Milton G. Newberry III, Ellen M. Bauske, and Svoboda V. Pennisi

Chlipalski, M. Quick, D. Auld, G. Baker, S. 2018 Needs assessment regarding online training for paraprofessionals in the expanded food and nutrition education program. J. Ext. 56(6):6RIB4. 19 Oct. 2018. < https://joe.org/joe/2018october/rb4.php