This report presents an overview of the Internet Master train-the-trainer evaluation study for training done in July and August of 1998 in Corvallis, Oregon, for representatives from ten western rural states, a summary of findings, discussion, conclusions, implications and recommendations for further programming and study.

The Internet Master program began in Central Missouri in 1996 with six classes that reached more than 175 program participants. The Internet Master program was designed to address the void in adult Internet education with limited educational resources for this work. Creative delivery methods utilizing trained community volunteers can be effective in rapidly expanding the base of those educated in how to access the Internet and to conduct community informal education.

Internet Masters attend 30 hours of instruction on using the Internet as well as teaching techniques. In addition, they are challenged to do 30 hours of volunteer community education within one year of concluding the training. For more information about the Internet Master program, please see the web site http://outreach.missouri.edu/imaster. Information on Internet Master evaluation instruments and methodologies can be found through the following web site http://outreach.missouri.edu/saline.

Since 1996, the programming has expanded beyond a statewide program in Missouri to several mid-western states. In collaboration with the Western Rural Development Council, presenting training in Corvallis, Oregon, in July and August of 1998 expanded the programming into several western rural states. Participants representing the following states attended the training: Alaska, Colorado, Hawaii, Idaho, Montana, New Mexico, Oregon, Utah, Washington, Wyoming. The training was designed to:

1. Prepare participants to effectively teach 30 hours of Internet Master programming, specifically to increase knowledge and use of the Internet and to build confidence to reteach the information.
2. Train representatives how to operationalize the programming in their states.

The purpose of this evaluation report is to examine effectiveness of the Internet Master train-the-trainer programming delivered in Corvallis, Oregon, to address knowledge and use of the Internet and to build confidence to reteach the information. Tom Gallagher, Western Rural Development Council, summarizes the second objective of the training, operationalization of the programming in each of the states participating and outcomes of the programming at the state and community in a separate and related document.

This evaluation report addresses the more specific questions of:

1. What are the characteristics of people participating in the Corvallis, Oregon training?
2. Is there a difference among repeated measures of knowledge and use of the Internet and facilitating community education from the beginning of training to the conclusion of training and from the conclusion of training to ten months after the conclusion of training?
3. Do training participants utilize the Internet more after the Internet Master training?
4. What is the level of motivation of training participants?
5. Is there a difference between Learning Type Measures and repeated measures of knowledge and use of the Internet from the beginning of classes to the conclusion of classes?
6. Is there a difference between watching/doing scores and repeated measures of knowledge and use of the Internet from the beginning of classes to the conclusion of classes?
7. What evaluative comments did the participants of the Corvallis training offer at the conclusion of training?

1. The curriculum, as utilized by teaching, was successful in increasing scores on knowledge and use of the Internet from the beginning of classes to the conclusion of classes. There was a statistically significant difference at the .0001 level among repeated measures of knowledge and use of the Internet.
2. The curriculum, as utilized by teaching, was successful increasing scores on facilitating community education from the beginning of classes to the conclusion of classes. There was a statistically significant difference at the .0001 level among repeated measures of facilitating community education.
3. The educational impact of the curriculum appears be to long term as well, when the scores from the beginning of class are compared with scores 10 months after classes concluded. There was a statistically significant difference at the .0001 level among repeated measures of knowledge and use of the Internet from the beginning of class 1 compared to 10 months after classes concluded for both knowledge and use of the Internet and facilitating community education.
4. The Internet Master Train-the-Trainer sessions in Corvallis, Oregon, attracted adults from their 20's to 60's. The majority of those trained were in their 40's and 50's (64%). Ninety one percent were in their 30's or older.
5. The training program attracted trainers with strong educational backgrounds. Ninety-eight percent of the trainers had an undergraduate degree or more.
6. The trainers were highly motivated to learn. One hundred percent of the trainers rated their motivation to learn about the Internet as being average or higher as compared with the other trainers in the Corvallis sessions.
7. Participant's weekly hours utilizing the Internet increased after participating in the Corvallis training. Median Internet use went from 10 hours per week prior to the training to a median of 13.5 hours per week after the training. This represents nearly 15 hours additional time a month utilizing the Internet or the equivalent of nearly two additional business days each month.
8. 100% of the trainers participating in the Corvallis training reported a positive attitude toward school.
9. The characteristics of the trainers suggested that communication skills are strengths of many of the participants. Ninety percent report having high verbal skills. The majority, 75%, reported that they are gifted when it comes to talking with others. When it comes to paying careful attention, 90% reported that this was a strength.
10. Those trained reported high self-awareness (90%), being punctual (83%), good at picturing things their mind from many different angles (70%), and having an excellent memory (60%). Fewer than half (48%) reported having high math skills, 45% reported high body coordination and only 28% reported having high musical ability.
11. The cell sizes were too limited to do meaningful analysis on the Learning Type Measure and watching/doing scores.
12. Participants were asked opened-ended questions periodically during the training and at the conclusion of the training. Examples of open ended questions are: I learned…, I relearned…, I now need to…, I need to tell you that…, three highlights of the classes for me were…, suggestions I have for improving the Internet Master program are…, if a person were thinking about enrolling in the Internet Master program, what would you advise…, how should this training group stay connected…, and what topics would you like to learn more about? Responses are listed in Appendix A.

The curriculum, as utilized by teaching, was successful in increasing the knowledge and use of participants and also increasing the confidence to facilitate education. While the curriculum will need to be continually updated with current Internet information, the design is successfully in place.

The curriculum precipitated behavior change in use of the Internet. Those trained increased their use of the Internet following the training. Certainly an increase in Internet use could have been predicted as a result of training. Increased use of the Internet does not assure increased productivity for employers or households.

The program was designed to address the void in adult Internet education and was successful in attracting adults with a variety of ages. The majority of participants were in their 40's and 50's. While the training attracted a well-educated audience, there was some diversity in education. Those trained had a positive attitude toward school and were highly motivated. Only those that like a structured academic setting and are highly motivated would accept the challenge of this programming. In addition, these characteristics probably contributed to the effectiveness of the curriculum.

It was a concern that the programming would attract people with high technological interests but, perhaps, less well-developed communication and people oriented skills. The characteristics of the Internet Masters suggested that the latter, in fact, are strengths of many of the participants.

Within the limitations and assumptions of this study and to the extent that the findings are valid and reliable, the following conclusions were drawn concerning the Internet Master training in Corvallis, Oregon:

1. The curriculum, as utilized in teaching, is effective. There will be a significant increase in knowledge and use of the Internet and facilitating community education from the beginning of classes to the conclusion of classes.
2. The education effect is sustained and long term.

The evaluation of this programming suggests that this is an effective program both in terms of content and delivery methods to develop knowledge and use of the Internet as well as confidence to facilitate community education. While curriculum fine-tuning and updating will always be necessary, it is appropriate to expand the Internet Master programming.

Findings of this study can be useful in marketing of future Internet Master train-the-trainer programming.

While increased use of the Internet may not correlate with increased productivity, it does point out that the curriculum honors one of the most basic of adult education principles - the principle that curriculum be immediately applicable and usable for adult learners.

The curriculum tends to attract early technological adopters. The audience for Internet Masters will change as Internet technology is utilized by an even broader base of adults in communities.

The need for the Internet Master program to ultimately train volunteers to teach Internet skills at the community level may lessen over time as the adult education void in this area becomes better addressed. In the short term, though, the need is even more acute as more and more households initially begin to use this technology.

The Internet Master Program has significant implications for community, economic and rural development. Human capital is developed for both knowledge and use of the Internet and facilitating volunteer community education. Social capital is developed as citizens with an interest in technology come together to learn. The Internet serves to reduce isolation both personally as citizens are able to easily and inexpensively communicate with family and friends all over the world and professionally as citizens can communicate, network and share information internationally. As society capitalizes more and more on electronic technology, people will be able to choose where they live based on quality of life, rather than proximity to work. People can live where they choose and commute to work electronically anywhere in the world.

The following questions derived from or related to this study may provide a basis for future research.

1. What is the impact of spending more time on the Internet following participation in the Internet Master program? Is the time being used productively? What specific uses of the Internet are people utilizing?
2. Are those trained successful in training others at the community level?
3. What is the completion rate of the volunteer community education by those trained?
4. In what ways does mastery of knowledge and use of the Internet add to quality of life and productivity? In what ways does it detract from quality of life and productivity?
5. In what ways does an increase in confidence about facilitating community education add to quality of life and productivity? In what ways does it detract?
6. Are those trained able to establish or enhance income generating pursuits using what they have learned through the Internet Master program?
7. What are the implications of the Internet Master programming on community, economic and rural development?

Oregon Internet Masters Training
July 1998 Week I - Set I

I've learned:

How to file e-mails. How to file favorite web sites

About filters on e-mail programs. Adult learning is different and should be taught differently.

More about options on Netscape How to empty cache files.

 How to clean cache file. Configuring page with preferences. Putting a file into word processing file, either entirely on cut and paste instead of simply printing out.

I've gotten closer to understanding remote e-mail.

About Eudora. About Internet Master Training, about e-mail etiquette "netiquette", about Netscape, (new functions to me) about mail lists, adult ed - new concepts.

That there are many different teaching styles. All of them have various aspects that have good and bad qualities.

That I want to volunteer more time to make this succeed. How to better teach a class.

View html/code for web pages. A lot! Thanks.

About lists, clearer understanding of Netscape and Eudora, etiquette, equipment necessary for teaching, adult learning methods.

Better organization of book marks - how to make cache and use it - to have one person be the evaluator/stat person in each state. Difference between reload and refresh.

About some other e-mail programs.

1. How to determine which page of a document I'm on so I can print only those pages I want. 2. Mail lists

How to print just a portion of a website

You went deeper into Netscape than I currently use (even as a long time user.) New things about e-mail - folders - etc. New things about the web. - about "lists" - about "history" - about "options".

About Eudora, more about adult learners, about lists, about evaluation, more options regarding e-mail and web browser preferences.

More than I knew before. - How to check e-mail. from anywhere. How to set up home page info to suit my preferences.

that if Explorer doesn't have all these Netscape options, I'm changing the Browser.

that my mail could be forwarded to Hotmail.

to access for my E-mail from the web

Bookmarks and other options on the tool bar. I hadn't ever ventured to look. A lot of options with the tool bar that is very helpful.

A lot of tips on Netscape - short cuts and/or preferences/formatting etc. New things about browsers. More about mail lists.

some things I didn't know about list serves and mailing lists. How to use filters in e-mail.

I can add a bookmark to the tool bar.

I've relearned:

Why I like Microsoft Explorer and not Netscape. How to use Browsers.

A few things about setting up preferences in Netscape. News groups.

 Things about E-mail.

 A lot of little facts like what all those acronyms stand for. (it's all pretty new to me)

 This session was all new. Thank you! About free Web-Mail

 How to subscribe to a listserv News Groups www basics

 how to search the web

how URL is pronounced. :-) how to edit book marks

Definitions of WWW, hypertext, browsers, URL some of the tool bar.

Target anchors - page set up in Netscape

Various Netscape option settings using lists. E-mail

a lot of what I've been using but now I know how it works. How to search for listserv groups Internet software

to teach processes item by item, step by step, not to skip items - cover each topic thoroughly.

About Netscape

about E-mail (have previously used Juno/IE/Netscape/ms office) Mailboxes and files

Browsing techniques - tips for not writing in blue and underline. shared knowledge is extremely valuable.

Every program has a lot more to it than we use or realize.

I now need to:

talk more about consensus on program management issues for western IM, e.g. pros and cons, How to use volunteer hours.

Find out what is expected of us after we leave the training. Practice, understand, be able to do. Practice

get a clear concept as to how I am going to apply this program to my state. Volunteer - get going.

Learn how to create a web page. Practice these skills. Practice  practice, practice, practice (2)

review differences of Netscape versus explorer. Investigate free e-mail while traveling.

Download the current Netscape version.

Use information to complete assignment. Try out listservs. Wake up

PRACTICE this info

install programs, - secure my work computer Learn re: homepages Keep learning

Play with Explorer & see what the options are - See if I can forward my mail to Hot mail!

Practice more

Think and study, practice, practice practice some of this stuff at home.

Explore my E-mail and Browser systems. Learn more about user groups

learn how to edit web pages from within Netscape gold. Check on how to forward e-mail while out of the office.

Go home and make Folders, directories, and subdirectories of my bookmarks.

I need to tell you that ...:

Please acknowledge in conversations that we are not all Extension and that we will be disseminating _ differently than you. We have a different set of opportunities and constraints.

We need more short breaks in this warm room. Particularly after lunch.

I think we need more information about how to teach, and where to find information as we need it.

We need either lunch breaks or more frequent breaks.

Although content is good, organization of that content needs some work. Content of lessons is good.

I think most of the class is more advanced in Internet Basics and we should move on to more important things sooner.

I knew most of this stuff today.

You are all very good at what you are doing and very entertaining!

This is just great! I feel more confident and want to share what I've learned.

- good stuff - learning and contributing - I like that. P.S. Gene Vickaich did not do his homework!

I know most of this information. I'm really enjoying this class!

We need more frequent breaks - the warm room makes me sleepy.

lmgsrc = name of lineage & href = links to (you had them backwards today) TOO MUCH LECTURE NOT ENOUGH BREAKS You're doing a great job!

A lot of people here have web sites ... it would be fun to look at some of them with the group.

So far, so good!

Information overload.

I need more 'stand-up and stretch' time.

I still don't really understand cache memory and how to use it for presentations. Very informative.

It is hot in this room.

The pace of this class is very good.

I am enjoying the instructor - class interaction.

I've enjoyed things so far - keep it going - and keep it on time, I've appreciated it. We need coffee in the morning.

I've learned-

A bunch about adult education principles. I'm a Type 4

there are at least two measuring tools for identifying learner types - took part in one based on Myers-Briggs typology.

That this program is pretty disorganized in terms of the delivery. Too much "individuality" and too many "chiefs" for an organized program.

That the type of person I am will determine my teaching style and that I need to beware of different learning styles.

How to teach adults & that I am a Type 4.

Evaluation methods and testing. State-reports for goals, methods, players, in train the trainer and Internet Masters program.

Method of adult learning. How to refine searches. Some additional search methods. How to organize, design and set up an IM program.

Lots in the last 24 hours - new Internet sites - sharing of ideas.

What kind of learner I am - three elements of teaching - some types of teaching methods that people like and dislike.

Adult education principals.

More about adult education and teaching adults.

That it is going to take a lot of work to get an infrastructure in place for training. Some good tips on teaching adults. A bit more about my strengths. What type of person I am.

more about each search engine (early session 4) - that adult ed instruction has a different approach then student-youth instruction. - I tend to teach the way I learn - how to start an IM program in MT.

More about searching and unique ways to search.

Teaching techniques - 4 Types of learners (interesting) & teachers. Interesting 'adult -learning' principles. More about volunteerism.

The assignments are not easy! I can do them, but time consuming right now. More about my personal learning styles.

Elements of teaching others effectively and how to meet the needs of adult learners. It takes a hell of an effort to implement the Masters Internet Training. This is really a project management project.

I've relearned:

"Train the trainer' basics.

How to teach adults & be sensitive to their needs. Differences in learning and teaching styles.

Appreciation for the differences in learning, thinking, communication styles among people.

How fun it is to learn new things - I'm very motivated to do this. My learning style hasn't changed Adult Education principles! How it feels to be the student.

Teaching techniques, volunteer ideas.

Evaluation - the importance of being able to use intelligently.

How I learn best.. Knew it was hands - on - but refreshed on how others learn as well.

That I'm a doer.

Eudora-Netscape-Browsing-Searching Different learning styles

-some of the techniques to refine search engines my strengths

developing volunteer files

How to fine tune searching teaching learning styles

That I am a type 4 person

flowcharts. Learning/teaching types

that extension people can be pretty rude to each other and may not be too excited about implementing new ideas.

Several aspects of adult ed.

Good facilitators are a joy to work with. Web searching.

I now need to:

Move forward into more detailed information.

Utilize these concepts/tools in my teaching and training opportunities.

Be patient and realize that the program may "get off the ground" in several years instead of now.

Decide what to do with this training and new knowledge.

Remember about teaching adults when I start volunteering.

Take the information back to CES UH CTAHR and help develop a program. I need to improve my personal skills.

Maintain the energy to go back home and get it concept off the ground. Check ideas with district. Write grant.

1. Figure out where I can use this training - at teaching the Internet Masters Program?? Or just some aspects as part of a team?? 2. Not being a teacher, maybe some training in teaching.

Move forward.

Look at my last Myers Briggs.

Work with the rest of my state group to get IM rolling in our state. Share more, listen better. (it will be tough)

-rethink my teaching approach. - make time to spend in prep for the teaching approach. - get the ball rolling on Montana.

Practice searching a whole lot more-I need to be faster and more efficient and productive in searching.

More on E-mail instruction (hand on during the day) ... less lecture - (have lecture at night) follow-up, subscribe to Internet.

Get smarter about doing searches - to get faster. Play (learn) on the Web.

Work with our group in developing our volunteer plan - who-where-how-read more on adult learners so I can do a good job of teaching or recruiting teachers - look for grants and possible partnerships.

Be a "doee' and work on the implementation phase.

Proposal writing to potential local corporate sponsors.

I need to tell you that:

I'd separate Train the Trainer and Project Management from the actual IM materials. We still need coffee.

-Seems like there needs to be more on hardware (software stuff-especially alternatives re modems and providers - phone lines (copper), cable, satellite. - seems like there's need for more business focused info..

Many people have a negative attitude - I don't. I don't know where I'll find the time,

I plan to get people interested and educated through mentorship and networking. Our region is so vast this seems to be the quickest way to reach the residents.

Again ... lab in the morning - lecture at night.

I would have really appreciated seeing a schedule of the program before I came - it would have enabled me to be a lot more productive, learn more and make better use of my time with you. re: evening session not known ahead of time.

I found the session on learning to be very interesting - enjoyed Cynthia's interaction with the class.

*This is finally Gene Vickovich's homework!

Cynthia is a dynamic speaker and instructor. Great job. What you possess is a gift!! I really appreciate the input from Cynthia on the principles of adult education. It

helped make clear some of the shortcomings of my previous training sessions I have been involved in.

All three - Don, Maryann and Cindy are all very good instructors - Keep up the good work!:-)

Cynthia has missed her calling ..... she should have been a diplomat. -1 am impressed With all the talents and accomplishments that all the participants possess.

Thanks!

This "masters" program seems rather "basic" and needs to be more "in depth" and intense to be considered a "masters" program.

I've just had an intensive "Learning Styles" class. Great seminar.

You're doing a good job! Could we take a nap after lunch?

Oregon Week 2
August 1998

What have been three highlights of the class for you?

1. Lview. 2, Map this. 3. Forum conferences, Web page development. Networking with other.

1. This class has jump started me to learn as much as I can about www & entered. Before I knew very little and didn't feel comfortable with using it. Now I feel empowered and want to learn more! 2. Meeting and networking with computer nerds. 3. Vacation in Oregon 80-90% weather!

Networking with participants. Learning about how to teach adults. Being able to apply info right away in the lab.

Web page design. Forums software. Meeting participants.

Web page design. Web searching. Demo on conferences & using video's.

1. Humor of presenters (why not have fun!). 2. Getting away from homework for almost a week. 3. Developing better friendship with companions from my area.

Web page design/developing/publishing search engine technique-resources lists provided by Missouri team. Learning about Lview.

Learning WebPages information. Interacting with people from other areas of the country. Learning how to teach.

Using search engines. Image mapping. Web

Building a web page. Net meeting

More effective searching techniques & generally in using, benefiting from Internet. Web page design. Net-meeting.

1. Being introduced to Lview. 2. Hearing about URLS and listening to others experiences.

1. Software sites. 2. Meeting other.

Learning how to create web pages. Opportunity to network with others from my state. Preview of up and coming technology.

Networking with others. Learning about new technology. Challenges of the assignment.

Meeting people. Getting their ideas. Web page design.

Developing a website without using code. Images-transferring and adjusting for website.

Learning web page editor. Importing & editing images for web pages. More info on FTP.

Web page design elements. Pace of the class. Learning more about teaching

Networking with others. Learning about plug ins. Learning new techniques.

Net conferences. Net meeting. Offline browsing,

1. Humorous group. 2. Introduction to new technology. 3. Enjoyed the visit to Corvallis.

Netmeeting.

Great instructors. Fun group of people. Open atmosphere for questions & discussion.

What suggestions do you have for improving the Internet Master program?

A limited time for talking with others in the class about problems with training or software or ... More cookies!

Don’t expect that all participants are familiar with all the basic computers jargon & antonyms

More hands on experience,

1. Have 1 to 1 1/2 hours of class followed immediately by lab time in settings where possible. 2.When doing demonstrations make suggestions about taking notes or provide step by step info for use in lad time or at home.

Better coffee & snacks.

Maybe need more on the leading edge of future of the net/web. People are limited more by their own lack of imagination or vision than current knowledge.

More hands on computer instruction.

Implement database design for west . Implement web-based curriculum, including competency tests for,

More interactive activities. More opportunities to involve others

Some of us need more practice time for me the "evening" practice was less desirable than if I could have done it right after class.

If someone is to operate the computer for the speaker, do not address than for every "click" "stroll" and "undo". Ordering the driver to do every move on the computer takes away from the presentation. Simply explain to the learners what steps to take and allow the assistant to follow along as they were one of the volunteers. Assistant should be fairly familiar with material & know next steps.

1. Better communication form WRDC. 2. Better organization from WRDC.

Objective measure of evaluation. Statement of teaming objectives each session. Some material to be covered in a computer lab.

I think it's about right.

Hard to say since our class wasn't geared like a normal program.

Need more lab time. Too long sitting and listening to lectures. Need more practical experiences applying what was learned.

More lab time and ideally, more frequent lab sessions.

mix lecture with lab time.

Not a lot.

More time & personal instruction on web in the tab

Clearer instructions for assignments. Some info presented was gone over too fast or just mentioned

provide some links or resources for further exploration

If a person were thinking about enrolling in the Internet Master program, what would you advise them?

It is not for the uninterested-you will get into it! Does take some commitment of time & mental energy. Great way to learn and co-learn.

I would ask them what their level of knowledge was on the computer and then let them kinda know where this program begins and ends.

Be sure to schedule time to use or at least try everything you have been instructed on.

Do it!

Choose carefully whether to be a volunteer or just learn & use material.

I would advise them to take it if they were not too advanced in their computer skills.

Sign up-worth time

That they would need a rudimentary knowledge of the computer.

Check their commitment.

Definitely recommend it.

Do it!

See website and work through lessons to get an idea of computers.

They need to have a computer, access to the Internet, a desire to learn and keep learning, and the commitment to volunteer service.

Consider their ability to honor the commitment for volunteer work. Consider their motivation for taking program.

Have fun, take the risk, you're never too old to learn.

Do it! You won't be sorry!

They should have some knowledge of the www and computer software.

Encourage them to take advantage of the program but that there will be much material that is either a) major review or b) more info than they may want/need.

Do it yesterday!

Be prepared to spend some time going over and using material presented

Yes-you can always learn something new

Do your homework.

Do it

Do it! But have the time.

How should this group stay connected?

Utilize forum software. Once every other month have a conference call until all of the states are established with IM.

List source and web conferences

New conferences, forum &

Web conferences.

I love the idea of the conferences on the computer.

Internet list server/conferences.

Listserv/conference

I like the net conference idea.

I really liked the "forum" opportunity it fits better than a list serve for me.

E-mail & forum on web page,

I like the web conferences very much better than a listserv.

Through Internet conferences & E-mail. Reunion? In 2000!

With our conference page & keep the E-mail

Through the forum set up and e-mail.

Web forum software demo'd.

Web conference server be coop.

Web conferences.

Next conferences.

Use the new OSU web connection.

Forums.

What topics would you like to learn more about?

More on web page design & using tools. Scanning tips. Trouble shooting-what have other trainers found as obstacles or glitches?

Exploring the Internet. Web page design &. development.

Web page design.

Quitting html documents directly in the section of a browser.

More on web searching still get frustrated & find it very time consuming.

Discovering the depths of the web, keeping up with the developments, how do you stay current?

I would like more time & practice with web design, updating & maintenance. More opportunity to practice might have improved my confidence level with this. I just need more time with web.

Subscriptions, channels, IE 4.0, Netscape chat.

More skills in web searches. Security issues-codes, viruses, firewalls. Principles of adult education-Cynthia didn't give us much.

More web design & html & new gadgets & programs as they become available.

More defaults about most of the elements for I.M course

Net meeting

Video & audio streaming. ASON & T- I connections. Rural telephone problems & distance learning training.