虚拟课程交付:通过延伸营养教师在COVID-19大流行期间的经验学习
Alyssa Anderson1, Susan Barcinas2
1School of Health Sciences, College of Education, Health and Human Services, Kent State University, Kent, OH.
Journal of nutrition education and behavior
|May 22, 2024
概括
扩展营养教育者在与他们的技能和价值观一致时采用虚拟编程. 灵活的课程更适合满足社区需求,这表明营养教育的持续转变.
科学领域:
- 营养教育 营养教育
- 扩展项目 扩展项目
- 虚拟学习 虚拟学习
背景情况:
- 由于COVID-19的流行,需要迅速从面对面转向虚拟营养教育.
- 扩展营养教育工作者在将他们的节目适应在线格式时面临着挑战.
研究的目的:
- 分析扩展营养教育者从面对面到虚拟编程的转变.
- 了解影响教育工作者采用虚拟营养教育的因素.
主要方法:
- 探索性案例研究设计.
- 通过15个教育工作者采访,计划交付指南和43个影响力陈述收集的数据.
- 用文化历史活动理论和ATLAS.ti.的先验编码分析的定性数据.
主要成果:
- 教育人员更喜欢虚拟交付与他们的价值观和技能相一致的课程.
- 他们更喜欢灵活的课程和交付指南,以满足特定的社区需求.
- 预计营养教育计划的很大一部分将保持虚拟.
结论:
- 转向虚拟营养教育为增加可访问性和定制编程提供了机会.
- 灵活性和与教育工作者专业知识的协调是成功实施虚拟课程的关键.
- 进一步的研究应该包括参与者和管理者对虚拟节目交付的观点.
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