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.