Evaluation of an Internet- Based Nutrition Education Course for K-12 Teachers

Abstract

LEARNING OUTCOME: To examine the usefulness of eight Internet resources as tools for educating K-12 teachers about nutrition.An 8-week internet-based course in nutrition following the USDA H&G Bulletins #253–1–8, Dietary Guidelines and Your Diet, was developed for K–12 teachers. The goals were for participants to increase nutrition knowledge and behavior, integrate nutrition activities in their teaching, and improve computer skills, in particular, the use of Internet. Access to Internet was through UMassK12, a menu–driven Internet host service for K–12 teachers and students, and was supplemented by print materials and Internet resources: World Wide Web, on–line dietary analysis, real time chat, local newsgroups, and e–mail. The course, which began and ended with in–person workshops, was attended by elementary, and middle or high school teachers of science, health, physical education, and family and consumer sciences (n=44). Each of the 8 units encouraged personal nutrition behavior change, included directions for hands–on activities for home or classroom, presented discussion questions, directed participants to resources for on-line information searches and required development of lesson plans. Four of the units included topics for on-line chat sessions. Usefulness of the hands-on activities, discussion questions, searching for resources, lesson plan development and chat sessions was rated by a 5-point Likert scale (5=“very useful”) to be 4.4, 3.8, 4.4, 3.6, and 4.1, respectively. The print materials, World Wide Web page developed specifically for the course, and on-line dietary analysis were rated 4.7, 4.4, and 4.4, respectively. Instructors provided quick and ample feedback which was rated for usefulness at a level of 4.6. Overall course value, feelings of accomplishment, and computer competence were rated 4.8, 4.6, and 4.2 on a 5-point Likert scale (5=“a great deal”). Qualitative evaluation revealed that all but 3 participants have made or plan to make changes in their teaching as a result. Because the course was more time consuming than anticipated, for both instructors and participants, students did not find sufficient opportunity to read and respond to discussions posted by others, thus participant-participant interaction received a sufficiency rating of 3.5 out of 5, vs. 4.4 for participant-instructor interaction. Overall, participants were enthusiastic and felt that course goals were achieved. Recommendations for future courses of this type include continuation of prompt instructor feedback and additional opportunities for participant-participant interaction. Funded in part by a Public Service Endowment Grant from the Univ. of Massachusetts, Amherst.