Department of Nutrition, University of Massachusetts, Amherst, MA 01003-9282, USA.
J Nutr Educ Behav. 2011 Mar-Apr;43(2):76-86. doi: 10.1016/j.jneb.2010.04.001.
To assess how postsecondary online nutrition education courses (ONEC) are delivered, determine ONEC effectiveness, identify theoretical models used, and identify future research needs.
Systematic search of database literature.
Postsecondary education.
Nine research articles evaluating postsecondary ONEC.
Knowledge/performance outcomes and student satisfaction, motivation, or perceptions.
Systematic search of 922 articles and review of 9 articles meeting search criteria.
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.
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.
评估高等教育在线营养教育课程（ONEC）的教学方式，确定 ONEC 的有效性，确定使用的理论模型，并确定未来的研究需求。
对数据库文献进行系统搜索。
高等教育。
九篇评估高等教育在线 ONEC 的研究文章。
知识/绩效结果以及学生满意度、动机或认知。
对 922 篇文章进行系统搜索，并对符合搜索标准的 9 篇文章进行综述。
关于 ONEC 营销/管理的研究很少。这些研究主要评估使用电子邮件/网站的入门课程（2000 年之前），或课程管理系统（2002 年之后）。没有使用真正的实验设计；只有 3 项研究涉及措施或试验仪器的有效性或可靠性。三篇文章在课程设计中使用了理论模型，但很少有理论用于指导评估。四项准实验研究表明，在线学习者和面对面学习者在营养知识/表现方面没有差异。关于学生满意度、动机或认知，结果尚无定论。
学生可以在在线和面对面的营养课程中获得知识，但满意度参差不齐。需要进行更符合时代的关于有效实践的调查，使用理论来确定增强学生成果的因素，解决新兴技术，并记录 ONEC 的营销、管理和交付。需要为教师提供足够的培训/支持，以提高学生的体验和教师的时间管理。
