Investigating Differences in Nutrition Knowledge Between a Face-to-Face and Online College-Level General Nutrition Course

Abstract Objectives Nutrition 10: Discoveries and Concepts in Nutrition is a three-unit, high-enrollment, general education class offered at the University of California, Davis in both a face-to-face (f2f) and online format. The primary objective of this pilot study was to investigate potential differences in the change in nutrition knowledge between college-aged students participating in the f2f versus the online format. Methods Prior to spring quarter 2019, a 29-question nutrition knowledge survey was developed from the six course learning objectives. During spring quarter, the nutrition knowledge survey was administered as pre- and post-tests online through the Canvas Learning Management system to assess nutrition knowledge. Demographic data was also collected on the survey. As this was a pilot study, all data collected was anonymous and used as aggregate data for subsequent analyses. Analyses were conducted on data using STATA 16.0. Tests performed were paired t-tests and Student's t test, as appropriate. Results There were 290 students in the f2f course and 347 students in the online course that completed the survey. Baseline nutrition knowledge scores were 7.5 + 4.1 and 7.2 + 4.5 out of 29 points for the f2f and online course, respectively. Students that took Nutrition 10 significantly improved nutrition knowledge, regardless of whether they took the f2f version or the online version. Nutrition knowledge improved in the f2f course by +6.2 points (P < 0.01) and by +6.1 points in the virtual course (P < 0.01). There were no differences in change in knowledge between the two courses (P = 0.9). There were some significant differences in student characteristics between the f2f and online course, including the amount of transfer and International students, age, and ethnicity. Conclusions These results demonstrate that in this sample, Nutrition 10 is effective at improving knowledge related to nutrition and the course format did not affect knowledge gain. Future research should investigate differences between the two courses with matched data and the differences in student characteristics also needs to be further explored. Funding Sources No funding was used for this study.

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Creating and Using Multiple Media in an Online Course

Online and Distance Learning ◽

10.4018/978-1-59904-935-9.ch154 ◽

2011 ◽

pp. 1923-1938

Author(s):

Maurice W. Wright

Keyword(s):

Electronic Mail ◽

Online Course ◽

Web Pages ◽

Online Delivery ◽

Musical Sound ◽

Face To Face ◽

Challenges And Opportunities ◽

History Of ◽

Multiple Media ◽

Online Format

The adaptation of a traditional, face-to-face course to an online format presents both challenges and opportunities. A face-to-face fundamentals course treating the science of musical sound and the methods used to code and transform musical sound using digital computers was adapted for online delivery. The history of the course and the composition of its audience are discussed, as are the decisions to create movies, web pages, electronic mail, and a paper textbook for the course. Practical choices for technology, which reflect the conflicting benefits of choosing simple versus more sophisticated technology, are outlined and the reactions of the students to these choices are discussed. An anecdotal comparison between an online and a face-to-face course section is offered, along with ideas for future development.

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Performance on tests of economic literacy: A comparison of face-to-face with online instruction

First Monday ◽

10.5210/fm.v11i10.1410 ◽

2006 ◽

Cited By ~ 1

Author(s):

Frank P. Albritton Jr.

Keyword(s):

Community College ◽

Student Achievement ◽

Student Performance ◽

College Level ◽

Economic Literacy ◽

Online Questionnaire ◽

Online Delivery ◽

Face To Face ◽

Considerable Research ◽

Online Format

Does taking a college level course in the principles of economics improve economic literacy? While there is debate on whether courses in the principles of economics as taught at colleges and universities improve general economic literacy, more and more of these courses are being taught online. There has been considerable research in other subjects as to whether there is a difference in student performance dependent upon whether the courses was taken in a traditional face–to–face format or online. However, in the critically important subjects dealt with in the principles of economics, there has been discussion but little research conducted about whether online delivery is equivalent in terms of student achievement to the traditional face–to–face delivery. The purpose of this paper is to determine if there is a difference in the performance of students, as measured by economic literacy, between students taking a course in the principles of economics using a face–to–face versus online format. The data was collected using an online questionnaire over two semesters at a community college and analyzed using SPSS, version 12.

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Instructor Social Presence and Connectedness in a Quick Shift from Face-to-Face to Online Instruction

Online Learning ◽

10.24059/olj.v25i1.2482 ◽

2021 ◽

Vol 25 (1) ◽

Author(s):

Sheri Conklin ◽

Amy Garrett Dikkers

Keyword(s):

Graduate Students ◽

Best Practices ◽

Social Presence ◽

Time Frame ◽

Online Course ◽

Online Environment ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Face To Face ◽

Online Format

During the first weeks of the COVID-19 pandemic, instructors at a southeastern university had one week to convert their current face-to-face courses to an online format, under a time frame that did not allow for a “well-designed” online course. The current study investigates how some instructors were able to maintain social presence in the transition to the online environment, and the instructional practices they used to support those continued connections. In a cross-sectional survey of undergraduate and graduate students (N = 432 ) conducted during the last week of the Spring 2020 semester, we asked students to focus on a class that was successful in keeping them in touch with their instructor, content, and peers. Analyses of the data revealed four major themes: connectedness, instructor responsiveness and coaching, online learning best practices such as chunking materials, and empathic facilitation.

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From face-to-face to online and back again: How Mason’s Online Course Development Institute Can Help You!

Innovations in Teaching & Learning Conference Proceedings ◽

10.13021/g8pk6z ◽

2016 ◽

Vol 8 ◽

Author(s):

Constance Harris ◽

Larisa Olesova ◽

Stephen Brown

Keyword(s):

Online Teaching ◽

Teaching Practice ◽

Faculty Members ◽

Online Course ◽

Course Development ◽

Instructional Designers ◽

Face To Face ◽

Development Institute ◽

Online Course Development ◽

Online Format

Over the last decade many faculty members have taken their traditional face-to-face class and created a version that is offered in a purely on-line environment. This practice has created a need to implement faculty development initiatives that help develop the skills, experience, and confidence to successfully teach online. In response, George Mason University has implemented a multifaceted approach to support faculty members’ online teaching practice. One component of Mason’s approach is the Online Course Development Institute (OCDI), a cohort-based program implemented by the Mason instructional design team. The OCDI incorporates evidence-based practices for technology-enhanced teaching and focuses on helping faculty members’ build competencies that enable them to enhance the quality and delivery of their courses. During this session, a faculty member and two instructional designers will outline the best practices for online teaching and discuss how the OCDI can help support faculty in implementing these practices. Creative strategies for effectively using these practices in blended or traditional face-to-face courses will also be discussed. The target audience for this presentation are faculty, and others, who want to learn about using online elements in their teaching and how OCDI can help them in online teaching--whether they intend to transition their class to a 100% online format, or to adapt online techniques to their traditional face-to-face class.

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Methodological insights from a psychosocial autopsy study of adult suicide

Psihologija ◽

10.2298/psi200525032d ◽

2020 ◽

pp. 32-32

Author(s):

Laura Digryte ◽

Nida Zemaitiene ◽

Irina Baniene ◽

Valija Sap ◽

Alicja Juskiene ◽

...

Keyword(s):

Pilot Study ◽

Suicide Prevention ◽

Practical Experience ◽

Future Research ◽

Close Relative ◽

Significant Progress ◽

Autopsy Study ◽

Face To Face ◽

The World ◽

Psychological Assistance

Conducting a psychosocial autopsy after a suicide is a well-known method in the world for a deeper understanding of suicide, but it still raises a lot of debates over how this method could be applied better to avoid questionable reliability of the research. This study represents methodological insights from a psychosocial autopsy study of adult suicide. 145 people, who lost a close relative or friend due to a suicide, participated in the study. The results revealed that it is particularly important to complete a pilot study and a test of the protocol in a specific sample. Insights to organize face to face meetings due to the sensitivity of the experience, the ability to observe and respond to the risk of suicide of respondents, and to require researchers with practical experience in suicide prevention and psychological assistance is emphasized. This study is an attempt to give methodological insights for future research of suicide and facilitate significant progress in our understanding of suicide.

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Creating appropriate online learning environments for female health professionals

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie ◽

10.21432/t2130b ◽

2006 ◽

Vol 32 (1) ◽

Author(s):

Marise Pinheiro ◽

Katy Campbell ◽

Sandra Hirst ◽

Eugene Krupa

Keyword(s):

Learning Environments ◽

Health Professionals ◽

Online Courses ◽

Learning Experience ◽

Online Course ◽

Future Research ◽

Face To Face ◽

Mentoring Relationship ◽

Telephone Interviews ◽

Key Aspects

In this study, the experiences of seven female health professionals learning online are examined and, in this context, the implications for online course designs and future research are discussed. The instruments of data collection include individual telephone interviews, journals written by the participants during online courses, and e-mails exchanged by the participants and researcher. The principles of qualitative research are integrated into the process of collecting and analyzing the data. Participants identified lack of face-to-face interaction and overload of work as major challenges to learning online. Increase in confidence and the opportunity to belong to a community of learners were cited as rewards of learning online. In addition, the participants identified preferences for contextual and experiential learning, and for learning environments that foster collaboration. Participants agree that interacting with other classmates, building local support, and developing a mentoring relationship with instructors are key aspects of a successful learning experience.

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The Persistence of Anxiety Experienced by New Generation in Online Learning

10.28945/4040 ◽

2018 ◽

Keyword(s):

Online Learning ◽

Survey Methodology ◽

Online Courses ◽

Online Course ◽

Future Research ◽

Face To Face ◽

The World ◽

Course Experience ◽

New Generation ◽

The Impact

Aim/Purpose: To investigate anxiety in online courses and its relationship with overall online courses satisfaction as it may vary with online courses experience. Background: Delivering online courses in higher education institutions continue to increase. Anxieties seem to be persistent. Although there are many technology and internet related anxieties studies, online courses anxieties are relatively scarce. The cause for this anxiety has not been resolved or addressed sufficiently. This study takes part in this quest. Methodology: A fully online course with not face to face interaction was used for the study. A survey methodology approach was used for the anxiety scale measurements. Over 1400 students participated in the survey. Contribution: Students taking online courses continue to be challenged with anxieties. Their experiences (number of courses taken) with online courses may influence their anxieties and satisfaction levels, but that has not been studies. We contribute to this body of literature. Findings: One third of students reported to continue to experience anxiety while taking their online courses. The effect of their anxieties on their satisfaction does not seem to be influenced by their online course experience. Recommendations for Practitioners: Focus on the various elements that may influence anxieties and satisfaction of students while taking courses. For IT designers, interface and point of interactions may be the aspect to pay attention to, while professors would need to consider course pedagogy and its interaction within the IT learning environment. Recommendation for Researchers: Anxiety in online learning should take front stage as it represents an underlying stream of influence on all research in the field. Further study of the effect of online course experience on satisfaction and anxiety is necessary. Impact on Society: Anxiety in learning has many detrimental effects that last a student’s career and personality over their entire life. The impact of reducing anxieties while online learning is significant and tangible especially that online learning is at its initial stages of an exponential growth and will change the world sooner than later. Future Research: Pedagogy for efficient and effective online courses to reduce anxieties and in-crease satisfaction.

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Creating and Using Multiple Media in an Online Course

The Distance Education Evolution ◽

10.4018/978-1-59140-120-9.ch009 ◽

2004 ◽

pp. 192-213

Author(s):

Maurice W. Wright

Keyword(s):

Electronic Mail ◽

Online Course ◽

Web Pages ◽

Online Delivery ◽

Musical Sound ◽

Face To Face ◽

Challenges And Opportunities ◽

History Of ◽

Multiple Media ◽

Online Format

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Nutrition Knowledge and Satisfaction Levels of Postbariatric Surgery Adults in the United Arab Emirates: A Pilot Study

Journal of Nutrition and Metabolism ◽

10.1155/2019/9148459 ◽

2019 ◽

Vol 2019 ◽

pp. 1-7 ◽

Cited By ~ 1

Author(s):

Souheir Alia ◽

Habiba I. Ali ◽

Taoufik Zoubeidi ◽

Mariam Ahmed

Keyword(s):

Bariatric Surgery ◽

Pilot Study ◽

United Arab Emirates ◽

Knowledge Score ◽

Nutrition Knowledge ◽

Dietary Advice ◽

Future Research ◽

Nutrition Counseling ◽

Dietary Recommendations ◽

Patient Comprehension

Research assessing the nutrition knowledge of postbariatric surgery patients is limited, although this category of patients is predisposed to malnutrition. In this pilot study, we explored postbariatric nutrition knowledge, satisfaction levels with dietitian nutrition counseling, and decision to undergo bariatric surgery of 83 patients who attended a postbariatric outpatient nutrition clinic in Dubai, United Arab Emirates (UAE). A cross-sectional design involving gender-stratified random sampling method was used to recruit 83 postbariatric surgery participants. A self-administered questionnaire was employed to collect information about nutrition knowledge related to dietary recommendations after bariatric surgery as well as participant views on dietitian nutrition counseling, their decision to undergo bariatric surgery, and nutrition-related complications experienced after the surgery. The mean (SD) knowledge score of postbariatric diet was 9.7 (2.05) out of a maximum possible score of 14. The majority of the participants (78.3%) correctly identified which foods are recommended during the first stage of the postbariatric surgery diet, and more than 90% knew about the importance of high-protein supplements after bariatric surgery. Female participants had significantly higher mean knowledge score compared to males (p=0.02). Although nearly 80% of the participants reported regular follow-up with their dietitian, only 10.8% reported high adherence to the dietitian’s instructions. Moreover, more than two-thirds of the participants (71.1%) rated dietary advice provided by dietitians as vague. The most common complication experienced by the participants after bariatric surgery was nausea (61.4%). Furthermore, the majority of the participants (83.4%) found their daily and leisure activities to be more enjoyable after bariatric surgery. Ways of improving the quality of information delivery by dietitians should be explored to enhance patient comprehension and adherence to postbariatric surgery diet recommendations. Future research involving a larger and more representative sample to extend our findings are needed.

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Mixed Analysis of the Flipped Classroom in the Concrete and Steel Structures Subject in the Context of COVID-19 Crisis Outbreak. A Pilot Study

Sustainability ◽

10.3390/su13115826 ◽

2021 ◽

Vol 13 (11) ◽

pp. 5826

Author(s):

Carles Campanyà ◽

David Fonseca ◽

Daniel Amo ◽

Núria Martí ◽

Enric Peña

Keyword(s):

Pilot Study ◽

Flipped Classroom ◽

Steel Structures ◽

Online Classes ◽

Loss Of Face ◽

Face To Face ◽

Mixed Analysis ◽

Mixed Approach ◽

Online Format ◽

Academic Year

A sudden lockdown was declared on 14 March 2020 due to COVID-19 crisis, leading to an immediate change from face-to-face to online learning in all universities within Spanish jurisdiction. At La Salle School of Architecture, the Concrete and Steel Structures subject started online classes immediately after the lockdown law was published, using a methodology based on the flipped classroom approach and adapting the monitoring of the student to the virtual environment. This article presents a pilot study to analyze the adaptation of the model to the online format using a mixed approach in which qualitative and quantitative surveys were conducted at the end of the course with 48 participants. Responses from both surveys were organized according to six categories (teachers, assessment, methods, class development, students and documents) and 14 subcategories, as developed in an undergoing research project involving the subject since the academic year 2017/2018. Thus, the open responses of the students have been analyzed alongside with the quantitative data. The results demonstrate a proper adaptation of the model, as well as the negative perception of the students of the online format due to the loss of face-to-face benefits of the flipped classroom.

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