EXTENSION EDUCATION
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An Extension Education Learning System is a dynamic, non-formal system for developing and implementing programs. The system consists of numerous complementary and interactive components, each contributing to the success of the total system. The individual components are the organization's mission; situation analysis; target audiences; needs assessment; program objectives; content; learning strategies; and the non-formal learning system, which includes inputs, evaluation and adjustment. Key supporting components of inputs include experience, reinforcement, and integration. Other components vital to the total system include collaboration with learner groups and learner motivation. A descriptive model of the learning system is presented below (click on each component to go directly to that section) along with separate discussions of each system component.
An organization's mission defines its reason for existing and forms the foundation for its operations and functions. A mission statement sets forth an organization's purpose, and helps clarify and define the organization's goals and program thrusts. In public agencies such as Cooperative Extension, an organization is created to meet public or policy needs. As an organization evolves, its mission is subject to change. These changes may be influenced by social, economic, political, or other factors, and may be gradual or rapid depending upon the conditions influencing the need for change. Yet, even with change, the original purpose undergirds the organization's mission. Therefore, the mission continuously clarifies and defines the programs of an organization.
The mission statement of the North Carolina Cooperative Extension Service is as follows: “The Mission of the North Carolina Cooperative Extension Service is to help individuals, families, and communities put research-based knowledge to work to improve their lives." This mission statement forms the foundation for Cooperative Extension and its educational programs.
Situation Analysis
Analysis of the situation is a deliberate process that accurately assesses situations and
circumstances influencing the lives of people in a defined geographical area. This process is
important for obtaining a perspective for identifying the needs of individuals and communities.
The situation analysis may be focused on one community or broadly based to encompass a
county or region.
Some of the factors that may be considered in a situation analysis include a study of an area's
demographics; its economic infrastructure; the availability of public services; or its topographical
features. Other items, such as number and characteristics of its communities and the attitudes or
motivations of specific groups within the area, may also be included. These factors are not static,
however, and in most areas must be continually updated to reflect the dynamics of human and
societal change, and to incorporate new information along with an understanding of its
significance.
Collaboration with Learner Groups
Continuous and effective collaboration with community leaders and representative members of
the audience is vital to the success of any educational program. Collaboration can be greatly
enhanced by effective use of the Extension Advisory Leadership System.
These kinds of collaboration are the only way for an educator to ensure that audiences are
appropriately targeted and that educational programs address the highest-priority needs of those
audiences. Without such collaboration, the Extension educator may overlook important
audiences or opportunities and target only those with whom he or she is most familiar.
Another reason for effective collaboration is that people are characteristically motivated to
participate more willingly and to support efforts in which they feel personal ownership.
Therefore, collaboration and consultation strengthen program development and implementation,
and participation.
Target Audiences
When the situation is analyzed, specific audiences can be identified. Some of these audiences are
readily apparent while others may not be. Audiences have a wide array of attributes that
influence their receptivity to educational programs. Knowledge of different segments of the
population can be useful in structuring program delivery systems that respond to the preferences
and needs of those specific audiences. Also, by clearly targeting audiences, needs and program
content can be more accurately assessed and appropriate delivery systems can be structured to
provide the information.
Factors that may be considered in segmenting audiences include: (1) known personal
characteristics and preferences of a population segment; (2) their known sociological and cultural
characteristics; (3) their receptiveness to educational opportunities; and (4) how their
informational needs are currently being met. Many other factors should be considered as well. A
few of these may include the location of the audience, their available resources, their economic
opportunities, as well as their needs or circumstances fitting into Extension's overall mission,
vision, and strategic plan. Also, prior experience with certain audiences, and knowledge of their
receptiveness to Extension programs, may influence the targeting process.
Needs Assessment
Needs assessment is a highly focused process that analyzes those specific audiences who have
been targeted by the organization for educational programming emphasis. While the situation
analysis provides a significant overview of the population and an indication of needs likely
among sub-populations, the needs assessment focuses on determining the specific needs of the
targeted audiences. The needs assessment seeks to identify current circumstances or conditions
faced by the targeted audiences in comparison to what should be or may be possible. This gap
between what is and what should be possible is considered the need.
In addition to direct interviews and/or a random survey of members of the target audience, the
needs assessment will likely include observations by the Extension professional as well as by
other collaborating individuals or groups. Other means include analysis of available data, such as
census information; use of advisory boards or groups; use of focus groups that include members
of the target audience; or use of assessment teams for specific situations. Other needs-assessment
tools may include analysis of critical incidents, such as numbers of accidents; expert
consultation, such as with area or state Extension specialists; minutes of meetings; participation
analysis; evaluation results; wear locations; and any other means that may be available.
Program Objectives
Once information has been obtained about the educational needs of targeted audiences,
objectives can be developed that will focus on meeting those needs. These objectives should
focus on the changes desired for the targeted audience based on the needs identified.
The educational objective or objectives should include information that will answer the four
questions, "how," “when," "who," and
"what." A brief statement that answers these four questions
should form a usable objective that will guide an educational program. The objective specifies
the means for providing needed information (how) to a specific learner group (who), and answers
the question of "when" by describing the time constraints under which the program
will be conducted. The objective should also include what the learner is expected to know or
achieve at the end of the planned educational program (the “what" or expected
results).
Objectives should be measurable and preferably should be stated as behavioral changes expected
in the targeted learners. As increasing emphasis is placed on identifying successful educational
programs, inclusion of measures such as numbers or percentages can provide tangible indicators,
both for audiences served and outcomes resulting from the programs. An objective for an
educational program on rural safety, for example, may be stated as follows: "Through
educational programs during the next six months, 50% of Lowlands County Emergency Medical
Technicians will gain the knowledge and skills for proficiency in handling farm
accidents.”
Content
The content provides the information needed by the learner by means of an educational program.
Depending on the identified needs of the targeted audience and their assessed level of
knowledge, the content of the educational program may be elementary or highly complex. The
content may focus on essentially any subject, depending upon the program objectives. The
content is provided to the learners by means of delivery methods that are chosen for the
non-formal learning system.
Learning Strategies
Learning strategies are the major strategies for conducting the educational program. This stage of
the extension Learning system sets the time limitations and the overall sequence in which the
information will be provided for achieving the program objectives. The beginning and ending
points are specified as well as each intermediate step in providing educational inputs. Through
this means, program needs such as time and resource allocations are defined. The overall
learning strategies provide the framework for selecting the appropriate program delivery
methods, and for establishing the sequence in which the methods will be used in implementing
the planned program.
THE NON-FORMAL LEARNING SYSTEM
The non-formal learning system identifies the structure involved in delivering an educational
program. The learning system model includes the components of a program delivery system plus
other critical processes such as evaluation and motivation. In order to provide the
leader adequate learning opportunities, the program delivery system or inputs should
include methods that provide opportunities for experience, reinforcement of learning, and
integration of the information provided. When developing and implementing a program
delivery system, each of these factors should be evaluated as to its relevance and value in
providing information to the learner. With this evaluation, appropriate adjustments can
be made in the entire system as needed. Also, since motivation of the learner is a key
component in the learning process, this essential aspect is an integral part of the learning system.
Inputs
The "inputs" component of the learning system encompasses the program delivery
methods chosen to provide information to the learner. Following completion of the assessments
needed for structuring the learning system and establishing the learning strategies, the decision
must be made as to what program delivery methods can be most effectively used to achieve the
learning objectives.
There are more than seventy delivery methods available for providing program inputs. Many of
these methods are more appropriate for use only at certain stages in the learning process, and
should be selected for inclusion in a delivery system as needed to provide appropriate learning
opportunities. Therefore, "inputs" include those individual delivery methods which,
when included in a learning system, will provide the leader opportunities to experience the
information, gain reinforcement in the learning process, and provide the means for adequate
integration of new information with knowledge the learner already possesses. Any of the delivery
methods may be considered inputs into the total learning system.
Program delivery inputs should also be selected with respect for the specific needs of the targeted
learners involved. Factors such as the audience's level of formal education, sophistication, age,
preferred learning modes, physical mobility, and other personal, professional, or unique
characteristics can affect receptiveness to content provided through the educational system. rhus,
regardless of the learning system designed and the array of "best" methods used as
inputs, generally no single delivery method should be depended upon to achieve a learning
objective among all members of a targeted audience. This circumstance dictates the need to use
more than one delivery method to achieve adequate program results. In a well-designed learning
system, a combination of methods will be included that provide opportunities for experience,
reinforcement for learning, and discussion and clarification opportunities so that learners can
integrate the new information with their previous knowledge.
In order to provide greater explanation of the three components of inputs, which include
experience, reinforcement, and integration, each of these components will be discussed
separately in the sections that follow.
Experience
Experience in a learning situation enhances the educational process and retention of knowledge
gained. In the learning system, the experience component involves the inclusion of program
delivery methods that allow the learner to participate in ways that involve senses, emotions, or
social interaction, depending upon the content being provided. This experience may range from
simply touching or feeling an object to actually constructing or dissecting an object. The
experience may be recitation of words or seeing, feeling, tasting, smelling, and in some
conditions hearing some stimulating situation or phenomenon. By having an opportunity to
experience the information provided, the learner can retain the educational input considerably
longer than if the information is only presented in the conceptual form.
The broad array of delivery methods that can provide experiential learning opportunities allows
the extension educator to choose methods that may be most appropriate for the targeted audience.
The level, degree, and duration of experiential learning may be adjusted depending on objectives
of the educational program or knowledge level of the learner, but opportunities for experience
should be considered a vital component of a learning system.
An example of providing an experience via audio cassette is to offer step-by-step instruction for
scouting certain insects. In addition to explaining the process of scouting, the instruction includes
adequate pauses to allow the learner to actually perform the survey of individual plants as
directed.
For other learning situations there are several delivery methods such as workshops,
demonstrations, tours, and field days that clearly provide opportunities for experience, but these
methods may only be useful to limited numbers of clientele. Therefore, knowledge of the
targeted audience and program delivery methods that can best be used for providing needed
experience opportunities specifically for those audiences can greatly influence the success of a
learning system.
Reinforcement
This component of the system provides informational, emotional, or social support for both the
learner and the information provider. This is needed for facilitation of learning and for
enhancement or maintenance of the learner's motivation. Reinforcement provides the learner
clarification and feedback as he or she progresses. This reinforcement may be personally directed
from the educator to the learner or may be provided in educational materials used for
self-directed guidance or learning.
Reinforcement may be social, psychological, environmental, physical, or informational. To avoid
undue stress for the learner, mechanisms of reinforcement should be provided that facilitate the
smooth and continuous process of education.
As with other components of the learning system, delivery methods that provide reinforcement to
the learner should be an integral part of the whole system and should not stand alone from the
other components. Some delivery methods, however, appropriately lend themselves to provision
of reinforcement in a learning situation.
Personally interactive delivery methods such as telephone calls or office or farm visits provide
significant opportunities for reinforcement for both the learner and the educator. From a
self-directed perspective, printed materials such as fact sheets, bulletins, notebooks, or other
similar in-depth materials can provide the learner opportunities to review or study aspects in
which clarification or further explanation is needed.
Adequacy of reinforcement provides the earner the opportunity to satisfy his or her need or
accomplishment and helps to build confidence is well as to avoid undue stress. This sense of
achievement and accomplishment in the learning project helps to maintain or increase
motivation, which provides the stimulus for continuing the learning process.
Integration
This component of the system is the process whereby the learner clarifies, understands, and
assimilates or merges new information with knowledge, skills, or concepts that he or she already
possesses. Throughout childhood and adolescence new concepts and experiences are
continuously learned, forming the basis for attitudes, perceptions, and cognitive analysis of life
during adulthood. While new concepts can be learned by adults, new information is usually
associated with knowledge and skills the adult already possesses. Therefore, interpretation and
use of new information hinges largely on the learner integrating the new information with prior
knowledge and experiences.
With this approach to adult education, the Extension educator can more effectively construct
learning opportunities to aid clients in connecting new information with knowledge they already
possess. In this context, educators with the same or similar backgrounds, experiences, or interests
as their audience are more likely to be able to interpret and explain information in an easily
understood manner than persons with little or no common experience base. When the learners are
able to discuss and clarify new information by relating to familiar knowledge or concepts, the
integration process will accelerate.
The effective use of these concepts for adult education allows the Extension educator unique
opportunities to utilize those individuals who possess experiences similar to the learners when
delivering educational programs, via their participation in panels or meetings and symposiums.
Presentations can also be structured to utilize examples that directly relate to the life experiences
of the audience participating in the learning experience.
As with other components of the learning system, there is no single "best" program
delivery method for achieving the integration of new knowledge. Yet, those methods which offer
direct opportunities for learner interaction can be expected to achieve this connection and
assimilation of new information into the learner's prior knowledge base. Group discussion
methods such as buzz groups, discussion groups, audience listening teams, brainstorming,
forums, or a combination of methods such as symposium and forum or panel and forum, can be
most valuable in assuring that the information presented is understood by the learners.
In the integration stage, clientele who possess special knowledge or skills, but who are
essentially a part of the participating clientele, can be utilized very effectively for making
presentations, for providing discussion leadership, or for other participative aspects of the
information presentation.
Under circumstances where the educator and learner have quite disparate backgrounds and
experiences, it is especially important for the learning system to include sufficient group
discussion to allow the members to interpret and relate the information to their respective
situations or circumstances.
Evaluation
A critical component of a non-formal learning system is continuous evaluation of all facets of the
system. Assessment of the dynamic processes of a system can provide information for
adjustments as needed. These adjustments may be in the choice of delivery methods used, in the
emphasis of some components of the learning system, in the content provided, or in other critical
aspects of the total system.
Evaluation of changing conditions, reactions, and progress of the learners, as well as newly
identified needs is important to the overall success of an educational program. These
assessments, when made on a planned and continuous basis can assure that needed adjustments
are made in the educational process, even though the process is not completed.
Numerous means and methods exist for making continuous assessments of the learner and the
learning process. Evaluation methods such as observation of learners, testimonials from them, or
interviews of the learners can be most valuable in making significant or minor changes in the
design or implementation of a learning system. For more formalized approaches, such tools as
tests or surveys may be most useful. Regardless of the formality of the evaluation approach, this
critical component should be ever-present as a continuous process in a nonformal learning
system.
Adjustment
This stage should reflect changes that occur in both the learner and the overall situation, as well
as adjustments that must be made in the learning system in order to continue to provide needed
and relevant information. As new knowledge or skills are gained, the learner changes also. The
change may be very minute or quite significant. Certainly, by gaining new knowledge or skills
that are successfully integrated into the knowledge base that previously existed, the learner no
longer has a need for the same information. Therefore, unless adjustments are made in the
content of the learning system, the learner's motivation to continue in the same educational
program can be expected to decline dramatically.
Change in the learners is likely to result in the evolution of essentially all components of the
Extension Learning System. As the learners change due to their increased levels of knowledge,
other factors that comprise the learning system also change. Adjustments will be required for
providing educational opportunities in order to continue to meet the needs of targeted audiences.
The objectives, content, learning strategies, and the delivery methods that form a program
delivery system will likely need continuous modification and adjustment in order to provide
proactive, up-to-date educational opportunities for the learners.
As they progress and succeed, many learners will, in addition to gaining the knowledge or skills
they need, experience changing needs and situations resulting from their learning experiences.
These changing needs and situations may require additional educational support and coaching as
the learners make their own adjustments. Thus, as new educational needs emerge, learners may
prefer to participate in new or expanded learning systems. Under these circumstances, while it
may be necessary to continue the original learning system with some adjustments, it may also be
necessary to structure an entirely new system to meet the changing needs of the learners. Thus,
adjustments would result in providing new information in a step-by-step, sequential manner to
build on the learning that has already occurred. Because the learning system may change or
continue to evolve, the Extension educator should remain alert to changing circumstances in the
intended audience, so as to continually provide information in a manner the clientele will find
compatible and useful.
Learner Motivation
The felt need of the learner to gain new or additional knowledge or skills is the primary force that
stimulates participation in learning experiences. When such needs are adequately met, the learner
loses that stimulation. Recognizing this phenomenon of need fulfillment and loss of need, the
Extension educator can develop and conduct educational opportunities that directly meet felt
needs.
As learners participate in educational programs, their desire to continue is based not only on
initial needs, but on the perceptions of their likelihood of success in meeting those needs. Their
continued participation is also dependent on their social and psychological comfort in the
learning process. Without such comfort and expectation of success, the desire to continue to
participate is likely to wane significantly.
While some program participants may be motivated by specific needs or other influences that
may not be readily apparent, the primary component of motivation is generally internally
stimulated. Thus, as learning systems are developed and implemented, the intrinsic or felt needs
of the learners should be the primary focus.
Summary
The selection of educational program content as well as program delivery methods for the
learning system can greatly impact the level of participation as well as the learning actually
achieved by participants. Learners have consistently indicated that they prefer program delivery
methods that allow them to "see," "do," and "discuss" new
information. By using the learning system model as a guide, and by including inputs which
provide experience, reinforcement, and integration opportunities, these preferences can be
addressed. Thus, in a well developed system that provides information needed and in the forms
that are desired, the Extension educator can enhance the continuing motivation and subsequent
participation of those involved in the learning experience.
References
Grateful appreciation is expressed to the reviewers
Prepared by:
John G. Richardson, Extension Specialist—Educational Programs
who offered many constructive suggestions and comments:
Roger G. Crickenberger
Harriet T. Jennings
R. David Mustian