The design, implementation, and evaluation of online credit nutrition courses: a systematic review.

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.