P110 Adoption of an Electronic Textbook with Inclusive Access and Adaptive Learning Reduces DFWI Rate in an Online Introductory Nutrition Course

Abstract

Objective To determine the impact of switching from a hard copy to an electronic textbook with inclusive access and adaptive learning experiences on the drop, fail, withdraw, incomplete (DFWI) rate in an online undergraduate introductory nutrition course. Use of Theory or Research Earning a D, F, W, or I in a course has a negative effect on a student's progression towards completion of a degree. While enrollment in online courses continues to increase, student retention rates continue to decrease. One strategy suggested to increase retention, and by extension decrease DFWI rates, is using an electronic textbook with computer-based learning resources and activities that promote active learning. Target Audience Undergraduate students enrolled in an online introductory nutrition course at a Midwestern urban university from August 2012-December 2018. Program Description From Fall 2012-Spring 2017, students used a hard copy textbook (HCT). Beginning Fall 2017, students used an interactive electronic textbook (ET) with inclusive (anytime/anywhere) access that included integrated videos, online ability to highlight/take notes, and online adaptive learning-by-doing activities (study guides, diet analysis, meal planning, etc). All semesters used publisher PowerPoint presentations and test bank. Evaluation Methods The data set, with prior approval from the university Institutional Research, Assessment and Testing team, was generated using university DFWI reports. Grade and academic level data from 1034 undergraduate introductory nutrition course students (n = 810; HCT, n = 224; ET) were examined. Results Students in the ET course had statistically significant lower DFWI rates (9.4 ± 2.0%; range 6.1-11.3%) than HCT students (19.8 ± 8.2%; range 9.9-35.1%), P Conclusions Electronic textbooks with inclusive (anytime/anywhere) access on multiple digital platforms facilitate incorporating adaptive learning experiences into courses. Nutrition educators should consider this strategy to foster active student engagement in mastering basic food and nutrition knowledge with the added benefit of decreasing DFWI rates. Funding None.