دورية أكاديمية
The Design, Implementation, and Evaluation of Online Credit Nutrition Courses: A Systematic Review
| العنوان: | The Design, Implementation, and Evaluation of Online Credit Nutrition Courses: A Systematic Review |
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| اللغة: | English |
| المؤلفون: | Cohen, Nancy L., Carbone, Elena T., Beffa-Negrini, Patricia A. |
| المصدر: | Journal of Nutrition Education and Behavior. Mar-Apr 2011 43(2):76-86. |
| الإتاحة: | Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com |
| Peer Reviewed: | Y |
| وصف مادي: | |
| Page Count: | 11 |
| تاريخ النشر: | 2011 |
| نوع الوثيقة: | Information Analyses Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Research Needs, Introductory Courses, Management Systems, Models, Time Management, Nutrition Instruction, Online Courses, Course Evaluation, Student Attitudes, Student Motivation, Validity, Reliability, Electronic Mail, Web Sites, Faculty Development, Instructional Effectiveness |
| DOI: | 10.1016/j.jneb.2010.04.001 |
| تدمد: | 1499-4046 |
| مستخلص: | Objective: To assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs. Design: Systematic search of database literature. Setting: Postsecondary education. Participants: Nine research articles evaluating postsecondary ONEC. Main Outcome Measures: Knowledge/performance outcomes and student satisfaction, motivation, or perceptions. Analysis: Systematic search of 922 articles and review of 9 articles meeting search criteria. 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. 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. |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| رقم الأكسشن: | EJ918658 |
| قاعدة البيانات: | ERIC |
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Full Text Finder | تدمد: | 1499-4046 |
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| DOI: | 10.1016/j.jneb.2010.04.001 |