Browsing by Author "Contino, Lisa"

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    Effect of Learning Preference on Performance in an Online Learning Environment among Nutrition Professionals
    (2014) Myatt, Emily Laura; Contino, Lisa; Ernst, Judith A.; O'Palka, Jacquelynn M.
    Background: Online courses in healthcare programs like Dietetics have increased in availability and popularity. Objective: The purpose of this study was to investigate the connections between online learning environments and Myers-Briggs Type Indicator (MBTI) dimensions among Nutrition Professionals. This research will add to the knowledge base of educators responsible for the design and development of online nutrition courses and will enhance Nutrition Professionals’ academic and professional outcomes. Design: Semi-experimental study design. Subjects/Setting: Thirty-one Nutrition Professionals with mean age of 29 years old. All elements of the study were done online. Statistical Analysis: MBTI dimension summaries were done for descriptive statistics. Fisher’s Exact Test was used to compare frequency of MBTI dimensions in the learning modules (LM) and to analyze learning modality preference based on MBTI dimensions. Two-Sample T-Tests compared test scores for LM groups and test scores for extraverts and introverts. Paired T-Test assessed improvement in test scores related to LM preference. Chi-Square Test compared preferences for the second learning module for both LM groups. Results: The majority of participants’ MBTIs were ESFJ at 35% or ISFJ at 19%. There were more extraverts (71%) compared to introverts (29%). Both LM groups had similar MBTI dimensions. Extraverts and introverts had similar improvements in scores and LM preferences. LM groups performed similarly and in general participants preferred the second learning module they were assigned. Preference for the second LM could be because participants enjoyed the first LM and wanted to learn more information. Both LM groups significantly improved their scores (P=<.0001) in their first and second learning modules regardless of learning module design. Participants were highly motivated to learn as evidenced by their enrollment in this study and completion of 10 hours of learning modules. Motivation to learn may have been the strongest reason performance significantly improved. Conclusion: LM groups significantly improved their LM scores and learned similar amounts. MBTI dimensions extravert and introvert and preferred learning modality had limited impact on performance for this sample of Nutrition Professionals. These results indicate that motivation may be the key to increasing performance in online nutrition courses.
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    PERSONAL VARIANCE ON TESTS OF COGNITIVE ABILITIES
    (Office of the Vice Chancellor for Research, 2012-04-13) Peterson, Hans J.; Contino, Lisa
    In an effort to optimize individual performance, researchers have been evaluating the effect of inter-personal expectations on performance for near-ly five decades. While a myriad of studies have focused on the effect of posi-tive expectations on individual performance longitudinally (the Pygmalion Ef-fect) and a handful of other studies have evaluated the effect negative ex-pectations have on individual performance longitudinally (the Golem Effect), research has failed to assess the immediate effects these phenomena have on individual performance. In an effort to more comprehensively understand these two phenomena, this study used a group of 150 undergraduates to evaluate the effect to which positive and negative expectations moderated individual performances on a standardized test of cognitive abilities. Prelimi-nary data support the hypothesis that there will be a significant difference in the performance of individuals from the positive and negative expectation groups. Implications for educators, trainers, and related application are dis-cussed. Funded by CRL UROP Grant