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The design, implementation, and evaluation of online credit nutrition courses: a systematic review
Nancy L Cohen1, Elena T Carbone, Patricia A Beffa-Negrini
1Department of Nutrition, University of Massachusetts, Amherst, MA 01003-9282, USA.
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.
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