Abstract
This study was to develop an online "alternative therapy and health promotion" class for university students and to evaluate its changes. The online class was developed based on the Instructional Systems Development (ISD) model and model of Web-Based Instruction (WBI) developmental process. This was a quasi- experimental, one group pretest-posttest design. The subjects of this study were 130 students in 3 universities, and they were provided the cyber class for 16 weeks. Data was analyzed by descriptive and plural answer statistics, and paired t-test. The cyber class was developed in five steps: analysis, design, data collection and reconstruction, programming and publishing, and evaluation. The results of program evaluation were positive, which included learning 3.47, system 3.57, and learning satisfaction 3.64 on the scale of 5. The posttest scores of cognition and reliability of alternative therapy were higher than pretest scores. The posttest scores of health promoting lifestyle (t=-5.051, p=.000) and perceived health status (t=2.979, p=.003) were significantly higher than those of the pretest. These results suggest that the cyber class is a positive method in increasing a cognition, reliability of alternative therapy, and is effective to improve a health promotion lifestyle and perceived health status for the university students.
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