WORKING WITH ELDERLY PARENTS AND THEIR ADULT CHILDREN

1

• Abstract
• OBJECTIVE This research sought to compare
  outcomes and course experiences in online and
  face-to-face sections of a nutrition cultural
  foods course.
• METHODS A survey tool was developed, based on
  existing standardized institutional teacher
  evaluations, to assess course satisfaction/experie
  nces. At the end of the Fall 2009 semester, the
  survey was administered online to students in
  both sections of NUTR 1010 Cultural Foods.
  Grades and course satisfaction/experiences were
  compared between sections.
• RESULTS Fifty seven face-to-face students (69)
  and 33 online students (71) completed the
  survey. Online students were more likely than
  face-to-face students to be older, employed,
  part-time students, living off-campus,
  upperclassmen, and a current or former nutrition,
  exercise science, or health promotions major (plt
  0.05). Online students reported more often that
  seeing information was their preferred way to
  learn (72.7 versus 39.7 p0.008). Only two
  questions (on a scale from 1, strongly disagree
  to 7, strongly agree) were found to be
  significantly different between the two sections.
  Online students were more likely (plt0.05) to
  report that the class was well organized (6.76
  0.52 vs. 6.22 1.29, respectively) and that they
  had tried new foods because of the course (6.64
  0.65 vs. 5.97 1.75, respectively). No
  statistical differences were found in the other
  18 course satisfaction/experiences survey items
  or in final course grades.
• CONCLUSION/APPLICATION It appears that the
  online and face-to-face courses had overall
  comparable outcomes and experiences. Results
  show that online courses are an effective
  teaching method and a possible alternative to
  traditional face-to-face courses.
• Background
• Over half of all college students are now
  classified as non-traditional1. Non-traditional
  students are those students not 18-24 years of
  age2. Online students tend to be older and have
  related experience and knowledge of the
  information being taught3.
• Teaching online is very different from teaching
  in the traditional face-to-face classroom3.
  Specific skills and understanding are necessary
  to effectively teach and adapt to the online
  course environment. New technology and programs
  are available to design and teach online courses,
  which require additional training and practice.
• No dominate learning style has been found among
  students enrolled in online courses4. Learning
  styles include visual, auditory, verbal and
  kinesthetic or any combination of these types. A
  previous study of online course enrollment found
  that 43 of students took online courses because
  it was convenient with their work schedule and
  22 chose online courses because it was
  convenient to their family responsibilities6.
• Methods

• Figure 3. Evaluation of online and face-to-face
  courses
• (exams, final, and overall)
• Significant difference between sections, p
  lt0.05.

Department of Nutrition
Online vs. Face-to-Face A Course
Comparison Jessica Bulova, Ashley Person, Brittan
Bibb, Sarah Mammarella, Sarah Colby, PhD, RD

• Results
• There were a total of 83 students enrolled in the
  face-to-face section of NUTR 1010 Cultural Foods
  in the Fall 2009 semester and 46 students in the
  online section. Of those students, 57 (69) in
  the face-to-face section completed the online
  survey about the course and 33 (71) completed it
  in the online section.

Survey Questions Online Face-to-Face Sig. (2-tailed)
This class was interesting. 5.88 1.219 5.58 1.511 0.328
The grading is fair. 6.67 0.645 6.59 0.967 0.697
The objectives are clear. 6.61 0.609 6.12 1.366 0.550
The class is well organized. 6.76 0.520 6.22 1.287 0.024
Dr. Colby is an enthusiastic teacher. 6.58 0.830 6.61 1.189 0.833
I have learned a lot from this class. 6.09 1.208 5.85 1.472 0.420
This class has made me think about things in new ways. 6.12 1.139 5.61 1.520 0.096
I have tried new foods because of this class. 6.64 0.653 5.97 1.752 0.037
I feel like I understand more about other cultures because of this class. 6.30 0.847 5.98 1.358 0.224
The syllabus is clear and useful. 6.64 0.653 6.44 1.103 0.354
Dr. Colby answers any questions I have. 6.73 0.574 6.47 1.223 0.266
If I need something, Dr. Colby would be there for me. 6.55 0.711 6.22 1.301 0.188
Dr. Colby respects the students. 6.79 0.485 6.47 1.180 0.149
The course material presented in class is what is included on tests. 6.52 0.906 6.25 1.385 0.334
The amount of work for class is appropriate. 6.55 0.711 6.34 1.334 0.412
I would like to have more challenging material presented. 3.33 1.614 3.36 1.937 0.955
I have learned from and interacted with my classmates. 5.64 1.578 5.05 1.665 0.103
I found the technology used in this class easy to use. 6.42 1.370 5.85 1.448 0.065
Dr. Colby is a very effective teacher. 6.42 1.324 6.34 1.212 0.755
How easy this class was. 4.39 1.767 4.75 1.979 0.398

• Table 1. Results of course satisfaction
  questions.
• Significant difference between sections, p lt0.05
  mean scores reflect score on a scale of 1 to 7 (1
  strongly disagree, 7 strongly agree)

• Table 1 above illustrates all questions asked and
  average scores for each. Only two course
  satisfaction questions were found to be
  significantly different between the online and
  face-to-face sections. Online students were more
  likely to report higher scores for
• The class is well organized (p0.0.24)
• I have tried new foods because of this class
  (p0.037)

Figure 2. Course Syllabus Comparison