Evaluation of a Computer-Assisted Instructional Component in a College-Level Nutrition Course

Carew, L. B.; Chamberlain, Valerie M.; Alster, F. A.

doi:10.1016/s0022-3182(97)70247-4

Cited by 11 publications

(4 citation statements)

References 9 publications

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“…A number of published studies in this area are showing promising results. For example, Carew et al (2) reported significantly improved student performance when traditional lectures were supplemented with on-line tutorials and quizzes in a college-level nutrition course. Janda (4) examined the use of multimedia instruction in an introductory college-level political science course.…”

mentioning

confidence: 99%

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis

Buzzell

Chamberlain

Pintauro

2002

Advances in Physiology Education

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This study examined the effectiveness of a series of Web-based, multimedia tutorials on methods of human body composition analysis. Tutorials were developed around four body composition topics: hydrodensitometry (underwater weighing), dual-energy X-ray absorptiometry, bioelectrical impedance analysis, and total body electrical conductivity. Thirty-two students enrolled in the course were randomly assigned to learn the material through either the Web-based tutorials only ("Computer"), a traditional lecture format ("Lecture"), or lectures supplemented with Web-based tutorials ("Both"). All students were administered a validated pretest before randomization and an identical posttest at the completion of the course. The reliability of the test was 0.84. The mean score changes from pretest to posttest were not significantly different among the groups (65.4 plus minus 17.31, 78.82 plus minus 21.50, and 76 plus minus 21.22 for the Computer, Both, and Lecture groups, respectively). Additionally, a Likert-type assessment found equally positive attitudes toward all three formats. The results indicate that Web-based tutorials are as effective as the traditional lecture format for teaching these topics.

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confidence: 99%

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis

Buzzell

Chamberlain

Pintauro

2002

Advances in Physiology Education

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“…Similarly, experimental research was conducted using CAI modules combined with traditional classrooms in university courses. The results showed that students like to use CAI and have improved knowledge acquisition, so they [17][18][19] get a mixed-method education and show improved academic performance. Some studies [11] have indicated that students involve in collective problem-solving in a promotion-based flipped classroom not only have better learning performance and collective efficacy, but also a higher level of knowledge construction and deeper interactions.…”

Section: Benefits Of Flipped Teachingmentioning

confidence: 99%

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

2021

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Due to the emergence of computer education, AI education, the Internet of Things, big data, and technological wisdom, it is easy for students to be distracted when engaged in traditional education. Flipped teaching is a teaching strategy frequently used in colleges and universities. The focus of this research was conducted by a comparative analysis of the cognitive load between the experimental group and the control group through a quasi-experimental design for research with different learning methods and different classes. More specifically, flipped teaching was carried out with an experimental group, and traditional teaching a control group; they were observed at the same time, and 213 private university students participated in the experiment. The research proposes a practice of mixed teaching, carried out in a group communication behavior system, and enhancing the spirit of group interaction and learning through mobile devices. The core value of the research lies in (1) online learning, (2) group interaction, and (3) the learning load of the conceptual model. In addition, focus group interviews were used to provide feedback on participants’ cognition and emotions. The results indicate that there were differences in cognitive load between the two classes.

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“…In our context, a growing interest in using computer-mediated communication (CMC) for educational purposes in the areas of public health nutrition and nutrition education (Laraia, Dodds, Benjamin, Jones & Carbone, 2008) made the use of blogs a welcomed first step toward addressing the limitations of lecture-based courses. While innovative technologies have been integrated into undergraduate nutrition courses elsewhere in the past, these have typically focused on computer to human interaction, such as online tutorials or tests (Zubas, Heiss & Pederson, 2006;Carew & Chamberlain, 1997;Knouse, 2000;Rodriguez, 2000), rather than the human to human interaction now made possible through CMC. CMC tools such as blogs can make it possible for students to articulate and reflect upon their prior knowledge on course topics as well as interact with their peers (Bransford, Brophy & Williams, 2000).…”

Section: By Trena Paulus and Marsha Spencementioning

confidence: 99%

Using Blogs to Identify Misconceptions in a Large Undergraduate Nutrition Course

Paulus¹,

Spence²

2010

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Evaluation of a Computer-Assisted Instructional Component in a College-Level Nutrition Course

Cited by 11 publications

References 9 publications

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis

The effectiveness of web-based, multimedia tutorials for teaching methods of human body composition analysis

Effect of Flipped Teaching on Cognitive Load Level with Mobile Devices: The Case of a Graphic Design Course

Using Blogs to Identify Misconceptions in a Large Undergraduate Nutrition Course

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