The Use of Asynchronous Learning Networks in Nutrition Education: Student Attitude, Experiences and Performance

Graham Paul Shaw,Willy Pieter

doi:10.24059/olj.v4i1.1910

Abstract

In this study a change in teaching strategy to involve a greater emphasis on asynchronous learning networks (ALNs) was implemented and the views of students (n=51) to this change were evaluated through responses to an online questionnaire. In response to Likert-type questions the majority of students demonstrated a positive view of this new model. Sixty-one percent of students felt that other types of online material would benefit the learning process and 80 % would recommend this module to a friend. Students acknowledged that the use of ALN-supported learning made the material easierto understand (52%), the lecturer more accessible (66%) and enabled them to take a more active role in the learning process (55%). Though only 10% of students utilized the asynchronous newsgroup more than 5 times, 77% found reading the contributions of others useful. Contrary to this 76% preferred the more familiar lecturebased environment for subject delivery. In response to open-ended questions students’ views were more reserved and highlighted a range of problems such as inadequate infrastructure, unreliable computers, and poor access to the online material as well as resistance to a new teaching paradigm. Student performance was influenced by age and contribution to the newsgroup. Those who were younger had a lower grade (47.8 ? 15.8) than those who were older (52.0 ? 11.4). Students with higher grades (56.2 ? 10.3) contributed to the newsgroup while students with lower grades (45.7 ?12.5) did not. Based on these observations, it is apparent that students do appreciate the advantages of ALNsupported learning though for a shift toward this model to be effective problems of access and system failure must be resolved. Implications for future ALN-based modules are discussed.

Highlights

As the number of students entering higher education in the UK rises so class sizes are increasing to such an extent that lectures are delivered to large groups of passive recipients of information and small group tutorial classes involve over 20 students
Statement 5) “The use of online technology in this module was a waste of time” had a mean response above 4, while three statements, 1) “Access to a computer terminal was a problem,” 12) “I found reading the newsgroup contributions of others useful” and 14) “I would recommend this module to a friend” had a mean response of 2
In conclusion the observations presented in this study indicate that though students of Human Nutrition and Human Nutrition & Dietetics appreciate the advantages of asynchronous learning networks (ALNs), problems of a personal or technical nature may detract from this experience

Summary

Introduction

As the number of students entering higher education in the UK rises so class sizes are increasing to such an extent that lectures are delivered to large groups of passive recipients of information and small group tutorial classes involve over 20 students. At the University of North London student numbers on Life Science courses have increased by 300% in the past five years. Academic staff deliver the curriculum to larger class sizes containing students of widely differing abilities with ever decreasing resources per student. Set against this background, whilst recognising the limitations of communication and information technologies (C&IT) -supported learning, the potential benefits of using multimedia in higher education such as the promotion of student-centred learning and opportunity for out-of-class interaction between faculty and students and among students are considerable [1]

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Discussion

Conclusion