Effective delivery of continuing education programs can improve their impact. Using the first of four two-week modules of a professional short course, we tested outcomes of a flipped classroom approach, comparing professional foresters’ completion rates, preference for, and perceived value of pre-module content delivered via video and reading. Participants in the National Advanced Silviculture Program self-reported significantly higher pre-module completion rates, preference for, and perceived value of video over reading. This simple study suggests the potential for video to serve as an accessible and preferred format for delivery of key content to supplement an in-person continuing education program.
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We are grateful to participants in the National Advanced Silviculture Program for their contributions to this study. This work is supported by the United States Department of Agriculture Forest Service, the University of Minnesota Extension, and the Minnesota Agriculture Experimentation Station (Project MIN-42-100).
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