Abstract
Questions often arise about the quality of an educational experience in a distance format. Debate exists as to whether the relatively new format of on-line education can offer an equivalent learning experience for students, and the perception remains that virtual learning is impersonal. We examined students' experience in an introductory undergraduate nutrition course that had been remodelled as an asynchronous, active-learning, student-centred model. The investigation used the framework of instructional message design, a concept based on cognitive science principles, to highlight themes in student survey and focus group data. Results indicate that a motivating and accessible quality educational experience is possible in an on-line format through a student-centred model. Such a model provides a means to offer education to a diverse and larger audience. Further investigation is needed to determine faculty professional development needs and cost-effective ways to expand the model. Such a model provides alternatives to expand delivery to encourage interest in the field, and to provide continuing education for allied professionals and the general public.
(Can J Diet Prac Res 2005;66:187-192)
R�sum�
On se pose souvent des questions sur la qualit� de l'exp�rience d'enseignement selon une formule � distance. On se demande si la formule relativement nouvelle de l'enseignement en ligne peut offrir aux �tudiants une exp�rience d'apprentissage �quivalente � l'enseignement traditionnel; de plus, l'apprentissage virtuel est toujours per�u comme �tant impersonnel. Nous avons examin� l'exp�rience des �tudiants inscrits � un cours d'introduction en nutrition de premier cycle r�vis� selon un mod�le d'apprentissage asynchrone, actif et centr� sur l'�tudiant. Nous avons utilis�, comme cadre de r�f�rence, le concept de message p�dagogique, qui repose sur des principes de la science cognitive, pour faire ressortir les th�mes dans l'enqu�te aupr�s des �tudiants et les donn�es des groupes de discussion. Les r�sultats r�v�lent qu'il est possible d'offrir en ligne une exp�rience d'apprentissage de haute qualit�, motivante et accessible, par l'entremise d'un mod�le centr� sur l'�tudiant, qui permet de dispenser une formation � un auditoire vaste et diversifi�. D'autres recherches sont n�cessaires pour d�terminer les besoins de perfectionnement professionnel des professeurs et trouver des moyens rentables de d�velopper le mod�le. Ce mod�le permet d'accro�tre la diffusion pour susciter l'int�r�t envers la nutrition et d'offrir une formation continue aux membres des professions connexes et au grand public.
(Rev can prat rech di�t�t 2005;66:187-192)
INTRODUCTION
The ability to deliver nutrition education to a diverse audience of nutrition educators, allied professions, and the public is an important objective of dietetic practice and education. On-line learning is emerging as a solution for providing education to those who cannot attend scheduled face-to-face classes. However, doubt has remained as to whether on-line delivery can fully achieve educational learning objectives.
Nutrition 100 (NUTR 100) is a large introductory course at the University of Alberta in Edmonton. The course comprises students in disciplines such as nutrition, nursing, education, and physical education, as well as mature students augmenting their credentials as health professionals. The demand for the course has exceeded available campus classroom space, and therefore a distance course was developed. This course is based on a student-centred, active learning model of case studies, discussion, and feedback (Table 1). This model resembles active learning models that have been highly successful in increasing student learning and problem-solving abilities in other science courses, where traditional and non-traditional teaching models have been compared (1,2).
METHODS
Ethical approval was obtained from the research ethics boards of the Faculties of Education and Extension to evaluate the course. The complete on-line distance course was delivered to eight students in fall 2002 and 45 students in winter 2003. Of the 53 students, 21 (39.6%) participated in an on-line survey at the end of each term (Table 2), and eight of 45 (18%) volunteers self-selected to participate in an on-line focus group (Table 3) at the end of the winter term.
The authors used the framework of instructional message design as a basis for validating the survey and focus group questions, which were then pilot tested in a spring 2002 class that blended face-to-face and distance delivery. Instructional message design identifies three primary domains of learning:
* Cognitive - whether the student is able to learn from the instruction.
* Affective - whether the student wants to learn.
* Psychomotor - the physical skills required to "find information," as well as the technical expertise to navigate the on-line environment during distance learning (3,5).
The on-line survey covered a range of questions related to these categories, as well as specific demographic and technical information. A condensed version of the survey is presented in Table 2. Focus group data were coded according to these three categories during discussion between the researchers. Individual participants were asked to clarify certain responses to increase the trustworthiness of the conclusions.
RESULTS
Nearly half the students had never used WebCT, the course management system. However, 81% reported being familiar or very familiar with the technology by term end. The majority stated that the technology was suitable and rated favourably other features of the course, such as WebCT and the course website (Table 2). There was more divergence in student ratings in questions related to learning methods, motivation, and general course delivery preference (Table 3). Specific comments from the student focus groups have been categorized by the three domains of instructional message design, and are summarized in Tables 4 to 6.
DISCUSSION
Several instructional message design themes emerged from the data and demonstrate the impact of a student-centred active learning model. The small number of participants makes conclusions about course effectiveness problematic because of the biasing of results. For example, students with poor computer skills or Internet access may have preferred to wait for a seat in the face-to-face class, thus biasing the results. There may be a number of reasons for this, but the time provided in class helps provide higher response rates for classroom environments than for distance courses. However, despite a lower response rate than is typical of classroom-administered surveys, the focus group discussion about issues arising from the survey allowed the collection of rich data; these will inform subsequent versions of the course and provide evidence of an effective learning experience. Quantitative data are abridged and available in Table 2; qualitative data are shown in Tables 4 to 6.
Cognitive domain
Nutrition is a highly applied science, and students must interpret the material and apply concepts to their own experiences or to solve realistic problems. The case study approach placed nutritional problems m context. On-line discussion facilitated peer learning, student engagement, and responsibility because it was based on student participation rather than instructor-directed lectures. Survey data, however, indicated that a smaller group of students found neither the case studies nor on-line discussion useful. There may be a number of reasons for this; however, the major student criticism was a mismatch between the mid-term examination and the instructional method. The initial exam focused on memorized detail rather than conceptual material. The focus group feedback indicated that students had a largely positive response to the instructional method, but had negative comments about assessment. This feedback resulted in a shift from multiple-choice and short-answer questions to the inclusion of essay-type questions on exams that assessed skills in analysis, evaluation, and synthesis of material; this approach aligns learning with assessment and creates an environment in which students think critically about the material.
Affective domain
Motivation to learn is one of the most important aspects of instruction; it determines whether students will learn the material and gain interest to continue learning m the course and beyond (2,3). Several students cited being more motivated in the on-line environment than in the face-to-face classroom. For some students, the relevance of the material was a strong motivating factor. Survey data indicate that not all students felt motivated; some cited problems with the assessment and others reported having less interest in (or giving less priority to) health and nutrition (Table 2).
Physical domain
One consistent theme was the flexibility that on-line learning offers. With an increasing number of students working while attending university, and improved Internet access, the option of completing the course from home is perceived as an advantage. One student was able to complete the course while studying overseas. On-line learning offers benefits to students with physical disabilities that previously prevented regular classroom attendance. Some students liked the discussions because the faceless venue allowed them to contribute more effectively than in class. The on-line environment is, however, subject to technical disruptions. It generally favours students with proficient computer literacy, typing skills, and high-speed Internet connections. Curiously, answers to the question of whether on-line or traditional education was preferred were fairly evenly split in the survey data; however, there was high interest m seeing more on-line courses. Given the strong emphasis on convenience m the focus group data, the interest in on-line delivery may be primarily due to its flexibility.
The on-line format provides a quality educational experience that overcomes significant access barriers. The data indicate that student discussions and problem solving appear to provide a positive learning experience, which is motivating and accessible to an increasing number of students who are on-line and technically proficient.
RELEVANCE TO PRACTICE
This work has additional applications to dietetic practice. The introductory nutrition course is generally the first course taken by students wishing to pursue a career in nutrition and dietetics. It may motivate them to obtain a degree in the field.
In addition, consumers are continually challenged to opt for healthier food choices. Offering the public reliable courses on nutrition therefore is beneficial to the dietetic profession.
Finally, this course may be the only formal nutrition course taken by students in allied health professions or occupations that may involve nutrition education (such as education, physical education, and nursing). As more professional colleges wish to include nutrition education as part of their restricted practice, accessible courses will be essential to ensure a fundamental knowledge of nutrition.
Acknowledgement
Financial support for the development of the on-line text material was provided by the Dairy Farmers of Canada, the Faculty of Agriculture, Forestry and Home Economics, and the Department of Agriculture, Food and Nutritional Science, University of Alberta, Edmonton, AB.
[Reference]
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5. Carliner S. Physical, cognitive and affective: a three-part framework for information design. Tech Commun 2000;4:561-72.
[Author Affiliation]
VERA C. MAZURAK, PhD, Department of Agriculture, Food and Nutritional Science, Faculty of Agriculture, Forestry and Home Economics, University of Alberta, Edmonton, AB;
ELLEN WHYBROW, BA, BEd, MEd, Academic Technologies for Learning, Faculty of Extension, University of Alberta, Edmonton, AB;
STANLEY VARNHAGEN, PhD, Academic Technologies for Learning, Faculty of Extension, University of Alberta, Edmonton, AB;
CATHERINE J. FIELD, PhD, RD, Department of Agriculture, Food and Nutritional Science, Faculty of Agriculture, Forestry and Home Economics, University of Alberta, Edmonton, AB
