Researchers at the University of Arizona, led by Teresa Cummins, conducted an exploratory study on the online learning modules, designed to supplement hands-on classes taught by local experts and supported by an overview text, to help users increase their understanding of key concepts in the Arizona Master Watershed Steward program. They also sought to determine whether program participants would use the non-compulsory modules.
Their evaluation revealed that module users increased their understanding of key watershed concepts; participants in the evaluation demonstrated a 30 percent increase in content knowledge following module use. Additionally, 70 percent of participants retained this knowledge through a two-month follow-up test.
A follow-up survey showed that approximately half of the participants returned to the online modules on their own; several of these users returned several times and spent multiple hours per session. Comments from the follow-up survey suggested that the users accessed the site either as they had the time or as they needed the information.
Online usage statistics indicated participants continued to visit the site for many months following the modules’ release and advertisement. Though many visits were very brief (a single pageview; only a couple of seconds), visitors with many returns to the site and/or long visits appeared to be working through the modules.
One participant stated, "My brain can only hold so much information; the modules keep information on-hand." Other participants commented that the modules were "more interesting and interactive" than the text material, and a "very effective tool" and "a great resource to the Master Watershed Steward community."
The Arizona Master Watershed Steward program, sponsored by University of Arizona, prepares adults to serve as volunteers in the conservation of water resources and the protection, restoration, and monitoring of their watersheds. The modules were intended to reinforce concepts covered in classes and further engage participants in the learning process.
One key finding was that the modules were not clearly preferred by users over in-person instruction. One participant stated, "For me, they are just another avenue for learning, a supplement or additional reference. I prefer in person and real hands-on learning." Other participants similarly expressed their desire for hands-on and face-to-face interaction. Several participants noted that the usefulness of in-person lectures—was a function of the presenter.
Overall, the exploratory evaluation indicated that the modules were a welcome supplement to the course and were effective in reinforcing key concepts. Participants retained knowledge for several weeks, although since subjects were self-selected, they may have been self-motivated to pay attention and master the online module materials.
"I am constantly searching for new ways to educate our program’s diverse audiences and reinforce watershed science concepts, " says Candice Rupprecht, state coordinator for the Master Watershed Steward program. "I am excited to know that online learning modules can enhance our program by offering additional independent learning opportunities for our volunteers.
The first paragraph suggests that the online learning modules（）
A. have some undesirable effects which are yet unknown
B. are not forced upon the program learners
C. are repelled by the local experts
D. are designed according to the program’s requirement
参考答案：B
解析：
[试题类型] 具体信息题。
[解题思路] 由题干关键词the first paragraph定位到文章第一段。第一段末句指出，研究人员的另一目的是为了确定项目参与者是否会使用这一非强制使用的学习模块(whether program participants would use the non-compulsory modules)。这说明在线学习模块并不是强迫学习者使用的，选项[B]符合文意。
[干扰排除] 选项[A]无法从文中推知，文中第一段提到了研究人员对在线学习模块进行研究的目的，但未指出该学习模块有何不良影响，故排除。文章第一句指出，该学习模块是对当地专家授课的实践课堂的补充，而没提到在线学习模块被专家排斥，故选项[C]错误。选项[D]无中生有，原文第一句确实提到过designed这个词，但并不是说按项目的要求来设计网络课程，故排除选项[D]。