Effectiveness and Acceptance of Web-Based Learning Compared to Traditional Face-to-Face Learning for Performance Nutrition Education

Margolis, Lee M.; Grediagin, Ann; Koenig, Chad; Sanders, LesLee F.

doi:10.7205/milmed-d-04-1208

Cited by 7 publications

(5 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of the current study mirrored those of previous works reporting a non-significant difference in student performance while concluding that Web-based tutorial is as effective as traditional face-to-face lectures (Merino and Abel, 2003;Davis, et al, 2008;Margolis, et al, 2009). Perhaps, as the data suggests, Web-based tutorials and face-to-face lectures bring students to similar knowledge levels.…”

Section: Resultssupporting

confidence: 78%

“…On the other hand, Bonham, Deardorff, and Beichner (2003) cite potential drawbacks of Webbased tutorials that include a lack of detailed feedback, a feeling of social isolation, impersonalization by replacing an instructor with the computer, along with the potential for technical difficulties (Margolis, Grediagin, Koenig, and Sanders, 2009). Opponents also have expressed concern that Web-based tutorials could potentially reduce interpersonal skills and discourage creativity (Oppenheimer, 2003).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance

Guy

Lownes-Jackson

2013

IISIT

View full text Add to dashboard Cite

The authors present the results of a study conducted at a historically Black institution that compares student performance using Web-based tutorials to that of the traditional face-to-face lectures. A casual-comparative design was chosen for this study to examine the effects of instructional delivery on student performance in a business communications course with specific emphasis on the grammar and mechanics unit of study. The study spanned 4 years, beginning fall 2008 through spring 2012. Participants included 375 declared business majors who were self-enrolled in various sections of the Business Communications course during the study. The results of this study mirrored those of previous works reporting that Web-based tutorials are as effective as traditional face-to-face lecturing with regard to student performance.

show abstract

Section: Resultssupporting

confidence: 78%

Section: Introductionmentioning

confidence: 99%

Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance

Guy

Lownes-Jackson

2013

IISIT

View full text Add to dashboard Cite

show abstract

“…There is evidence that students are more engaged when curricula use online interactive content (7,8). Nonetheless, engagement is likely to differ depending on the learning design (9,10). To date, most research on nutrition student engagement has focused on in-person interactive learning and flipped classroom active learning approaches (11)(12)(13)(14).…”

Section: Introductionmentioning

confidence: 99%

The Design and Evaluation of Online Interactive Learning in an Undergraduate Nutrition Course

et al. 2022

View full text Add to dashboard Cite

Understanding factors that promote student engagement with online learning environments is important for benchmarking and improving the quality of teaching in a digital era. This study aimed to describe the online interactive content created for delivery of an undergraduate nutrition course and to evaluate student engagement with the online interactive content. We collected online questionnaire data in 2018 and 2019 from two cohorts of students enrolled in a Deakin University undergraduate nutrition unit. Two-sample unpaired t-tests were used to examine differences in participant engagement with online topic guides between static text-based and interactive content. A total of 89 participants (19–56 years) were included. Sixty four of students reported always/usually reading static text-based topic guides most weeks and 64% perceived them as moderately/highly effective. While 60% of participants reported reading the online interactive topic guides most weeks and 93% perceived them as moderate/highly effective. Most participants indicated the interactive topic guides were more effective than static text-based topic guides they experienced in other courses (76%). Hours dedicated to the online interactive topic guide were higher (6.4 SD 2.9 vs. 1.7 SD 1.7 h; P < 0.001) as was the rating of how engaging the topic guides were (7.2 SD 1.6 vs. 6.7 SD 2.5; P = 0.008). These findings suggest that interactive content is more engaging. However, this content may not be accessible to all students, and so familiarization and training prior to engaging in an interactive online unit may be needed.

show abstract

“…The existence of the internet enables distance learning that not only transmits information but creates a real-time learning environment. One form of internet network use in distance learning is the creation of web-based learning (Dame Tina Lavender et al, 2013;Januarisman & Ghufron, 2016;Liu et al, 2016;Margolis et al, 2009;Wang & Chen, 2010).…”

Section: Introductionmentioning

confidence: 99%

Web-based competency test model for midwifery students

Arianggara

Baso

Ramadany

et al. 2021

ijhms

View full text Add to dashboard Cite

This study aims to find out (1) the feasibility of the web-based competency test model, and (2) the effectiveness of the web-based competency test model towards increasing the confidence of midwifery students in facing the competency test. Research method using Research and Development (R &D) and Pre-Experiment One Group Pretest-Posttest with Purposive Sampling Technique which is as many as 45 samples. This research was conducted in the Polytechnic of Health Ministry of Makassar and Megarezky University in November 2020. The data is analyzed using statistical analysis by Wilcoxon Test. Validation test results from media experts averaged 87.9% and validation results from material experts averaged 94% which showed that web competency test model applications are very feasible to use. User validation average feasibility score of 87% of the data showed that the application of web-based competency test model is very feasible to use. The results of the effective use of web-based competency test models found that the Wilcoxon Test obtained a p-value of 0.00 < 0.05. So it can be concluded that the Web-based competency test model is feasible and effective in increasing student confidence facing the competency test.

show abstract

Effectiveness and Acceptance of Web-Based Learning Compared to Traditional Face-to-Face Learning for Performance Nutrition Education

Cited by 7 publications

References 19 publications

Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance

Web-based Tutorials and Traditional Face-to-Face Lectures: A Comparative Analysis of Student Performance

The Design and Evaluation of Online Interactive Learning in an Undergraduate Nutrition Course

Web-based competency test model for midwifery students

Contact Info

Product

Resources

About