With the increase in demand for higher education, colleges and universities across the country are adapting and providing alternative ways for students to receive a college degree. This includes providing sections of classes purely online as well as in-seat. The purpose of this thesis was to investigate knowledge, motivational and behavioral changes among students enrolled in an in-seat, face-to-face introductory nutrition course compared to students enrolled in an online version of the same course. A pre- and post-semester survey were distributed and results showed that overall there were no significant differences in knowledge, motivation and behavior between the in-seat and online students during the pre- and post-surveys (p > 0.05). Both groups showed improvement overall in nutrition knowledge learned and nutrition related behaviors and slight decreases in overall motivation a result of being enrolled.
|Commitee:||Dayne, Nancy, Derelian, Doris|
|School:||California State University, Long Beach|
|Department:||Family and Consumer Sciences|
|School Location:||United States -- California|
|Source:||MAI 54/06M(E), Masters Abstracts International|
|Subjects:||Educational evaluation, Educational psychology, Nutrition, Educational technology, Higher education|
|Keywords:||In-seat class, Nutrition education, Nutrition knowledge, Online class, Student behavior, Student motivation|
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