| Article ID | Journal | Published Year | Pages | File Type |
|---|---|---|---|---|
| 361741 | Journal of Nutrition Education and Behavior | 2011 | 11 Pages |
ObjectiveTo assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs.DesignSystematic search of database literature.SettingPostsecondary education.ParticipantsNine research articles evaluating postsecondary ONEC.Main Outcome MeasuresKnowledge/performance outcomes and student satisfaction, motivation, or perceptions.AnalysisSystematic search of 922 articles and review of 9 articles meeting search criteria.ResultsLittle 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 ImplicationsStudents 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.
