Resilient structure of nature-based extension programs facilitates transition to online delivery and maintains participant satisfaction.

Abstract

Restrictions on public gatherings in early 2020 due to the COVID‐19 pandemic resulted in cancelation 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.