대학생을 위한 영양학 교양 과목의 웹 기반 컨텐츠 개발 및 교육효과 연구 = Development of web-based nutritional education contents & nutrition education effectiveness for college students
Since a recent growth of Information Technology through internet communication made a strong influence over many industries, needs for a web-based contents have been rapidly increasing in educational fields. In this regard, scholars and professionals in nutritional field also felt a great need to develop more effective educational contents. Therefore, this study was to develop a set of web-based multimedia lecture contents on "Diet & Meal management" for college students. Also to meet the demand of students for advanced web-based lectures in nutritional education, some education engineering theories such as situatied learning was applied to judge the effectiveness of the developed contents.
This experiment was made with 51 students registered for a cyber campus of "Diet & Meal management" during the 2^(nd) semester, 2003 at Chungnam University, by using questionnaires.
Study 1. Contents Development Using Web-based "Diet & Meal Management" Contents and Situated Learning
1. Feature of the web-based "Diet & Meal Management" presented study objectives having a 'Learning Helper' on the first screen of each weekly lecture and tried to get main learning points using things like various tables, statistics, pictures and cartoons.
2. The contents were intended to increase the effectiveness of the nutritional education for college students on the web-based lectures which were used by both voice lectures (Week 1, 3, 4, 9, 10, 11, 12) and VOD (Week 6, 7, 10, 12, 14).
3. The web-based contents in order to increase educational effectiveness made Teaching-learning progress plan based on the situated learning theory which is one of the education engineering theories. It consists of the passages which include the contents based on the above things and includes the followings for 4 week lectures.
The importance of food life, the kinds and functions of the nutrients, Assessment of meal life, drinking, smoking, obesity, diet, constipation, muscle build-up, arteriosclerosis, anemia, osteoporosis, vitamin C, meal table evaluation, etc.
Study 2. Educational Effectiveness by Performance of Web-based Situated Learning
This study was to find out the differences in nutrition knowledge scores, food attitude score and study interest score of the web-based situated learning according to individual and cooperative class type by questionnaires.
1. Nutrition knowledge, food attitude and study interest b class types.
This study was to find out differences in nutrition knowledge scores by class types in the web-based situated learning. The results of this study are as followings.
A. The individual class type(77.30) scored .30 higher than the cooperative class type(77.0). The difference between these two groups was t=-.113 so that it showed there was no difference between the individual and cooperative learning of nutrition knowledge in the web-based situated learning.
B. The research results of the food attitude score by class types in the web-based situated learning were that the individual group score(55.31) was t=-.828 higher than the cooperative group's(53.96) in mean for each.
C. In the web-based situated learning, the individual group score(67.31) was 1.75 higher than the cooperative group score(65.56) in the result of the study interest difference and there was no significant difference between two groups as t=-.589.
2. Self-regulated learning and effectiveness of nutrition education
A. In the web-based situated learning, with the subject of the students we have researched self-regulated learning and effectiveness of nutrition education. There was no significant relation between nutrition knowledge and self-regulated learning, however in food attitude there was a significant relation such as cognitive control to cognitive strategies, motivation control to self-efficacy, behavior control to action control and help-seeking(^(*)p<.05). Also motivation control showed a significant relation with goal orientation achievement and achievement value at ^(**)p<.01.
In study interest cognitive and behavior control had some relation at ^(*)p<.05 and cognitive strategies in cognitive control and motivation control had a significant relation with goal orientation achievement, self-efficacy, achievement value(^(**)p<.01).
B. In self-regulated learning and nutrition education effectiveness in the cooperative group nutrition knowledge has no significant relation with self-regulated learning, but food attitude has a significant relation with self-efficacy in motivation control at ^(*)p<.05 and with goal orientation achievement and achievement value in motivation control at ^(**)p<.01. In addition, study interest had a significant relation with self-efficacy in motivation control at ^(*)p<.05.
C. The research of self-regulated learning and effectiveness of nutrition education in the individual group had the results that nutrition knowledge has no relation with self-regulated learning, but food attitude had a significant relation with motivation control in goal orientation achievement, achievement value, action control at ^(*)p<.05 and in study interest it had a relation with help-seeking in behavior control at ^(*)p<.05. It also had a significant relation with cognitive strategies of cognitive control, goal orientation achievement of motivation control, self- efficacy. and achievement value at ^(**)p<.01
This analysis showed that the necessity of the class which considered class type was low, but as food attitude and study interest in each group had a significant relation. Therefore, it is suggested to have plans for classes which consider students' self-regulated learning when instructor plans web-based lectures.
3. Change of Food Behavior
A. In before research 12(54.5%) out of 22 students who had undesirable meal purpose such as 'relief of empty stomach feeling', 'habitual behavior', etc, changed to the right way of food behavior in after research.
B. Regarding breakfast, in 8 students who had breakfast everyday in before research, 2 student(25%) answered '2 or 3 times' and 1 student(12.5%) '4 or 5 times'. It shows that they do not regularly have breakfast so that it is necessary to have nutrition education to let them know the importance of having breakfast regularly.
C. Concerning smoking, in before research the students who said 'do not smoke' all turned out the same way in after research. 7 students who said 'smoke' in before research had no change even in after research. It shows that short term campaign can not influence on their smoking at all. Therefore, we need to have a continuous educational campaign against smoking.
D. The students who answered that they are 'thin' in before test made different answers in after research. Among the students who said 'normal' in before in after research, some said 'thin' or 'a little fat' in after research. As they showed negative change of their body shapes, nutrition education is needed to make them have right understandings on fatness and weight control.
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