The Design, Implementation, and Evaluation of Online Credit Nutrition Courses: A Systematic Review

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• 作者：Nancy L. Cohen PhD ; RD ; LDN^a ; Elena T. Carbone DrPH ; RD ; LDN^a ; Patricia A. Beffa-Negrini PhD ; RD ; ^a ; ^{patsy@nutrition.umass.edu}
• 关键词：online nutrition education ; web-based instruction ; nutritional sciences/education ; college students ; computer-assisted instruction
• 刊名：Journal of Nutrition Education and Behavior
• 出版年：2011
• 出版时间：March-April 2011
• 年：2011
• 卷：43
• 期：2
• 页码：76-86
• 全文大小：518 K

文摘

lass=""h4"">Objective

To assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs.

lass=""h4"">Design

Systematic search of database literature.

lass=""h4"">Setting

Postsecondary education.

lass=""h4"">Participants

Nine research articles evaluating postsecondary ONEC.

lass=""h4"">Main Outcome Measures

Knowledge/performance outcomes and student satisfaction, motivation, or perceptions.

lass=""h4"">Analysis

Systematic search of 922 articles and review of 9 articles meeting search criteria.

lass=""h4"">Results

Little research regarding ONEC marketing/management existed. Studies primarily evaluated introductory courses using email/websites (before 2000), or course management systems (after 2002). None used true experimental designs; just 3 addressed validity or reliability of measures or pilot-tested instruments. Three articles used theoretical models in course design; few used theories to guide evaluations. Four quasi-experimental studies indicated no differences in nutrition knowledge/performance between online and face-to-face learners. Results were inconclusive regarding student satisfaction, motivation, or perceptions.

lass=""h4"">Conclusions and Implications

Students can gain knowledge in online as well as in face-to-face nutrition courses, but satisfaction was mixed. More up-to-date investigations on effective practices are warranted, using theories to identify factors that enhance student outcomes, addressing emerging technologies, and documenting ONEC marketing, management, and delivery. Adequate training/support for faculty is needed to improve student experiences and faculty time management.