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Knowledge Retention over a Two Year Period Following Completion of an Online Course on The Science of Energy Balance
Schrenzel, Allison
Schrenzel, Allison
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Abstract
Objective: To evaluate knowledge retention among students who had taken an online Science of Energy Balance course over a one to two year follow up period. Design: This study used a validated knowledge assessment from the online course The Science of Energy Balance. The assessment was delivered using LimeSurvey. The data were analyzed using MS Excel. Setting: This study was conducted at the University of Vermont. Participants: Twenty-three students who had previously taken the online Science of Energy Balance course were recruited as study participants. Ten students who had never taken a nutrition course were recruited as control participants. Intervention(s): Participants were asked to complete an online validated knowledge assessment. Main Outcome Measure(s): Original scores act as the covariant and the newest scores are the dependent variable. All scores were calculated out of a maximum score of 25. Analysis: Two experimental group differences were analyzed using ANCOVA. T-tests were performed to analyze experimental group scores against control group scores as well as experimental group original scores against new scores. Results: There was no significant difference between experimental group new scores and the control group new scores. There was no significant difference between the new scores of 1 year and 2 year post course. The pooled experimental group had a significant decrease from old score to new score. Conclusions and Implications: Due to the small sample size and the unexpectedly high control group mean scores, we were not able to show a significant knowledge retention among students who had previously taken the online Science of Energy Balance.
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Date
2015-01-01