Effect of Learning Preference on Performance in an Online Learning Environment among Nutrition Professionals

dc.contributor.advisorContino, Lisa
dc.contributor.authorMyatt, Emily Laura
dc.contributor.otherErnst, Judith A.
dc.contributor.otherO'Palka, Jacquelynn M.
dc.date.accessioned2014-12-05T18:28:36Z
dc.date.available2014-12-05T18:28:36Z
dc.date.issued2014
dc.degree.date2014en_US
dc.degree.disciplineDepartment of Health Sciencesen
dc.degree.grantorIndiana Universityen_US
dc.degree.levelM.S.en_US
dc.descriptionIndiana University-Purdue University Indianapolis (IUPUI)en_US
dc.description.abstractBackground: 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.en_US
dc.identifier.urihttps://hdl.handle.net/1805/5516
dc.identifier.urihttp://dx.doi.org/10.7912/C2/1392
dc.language.isoen_USen_US
dc.rightsCC0 1.0 Universal
dc.rights.urihttp://creativecommons.org/publicdomain/zero/1.0/
dc.subjectOnline Learningen_US
dc.subjectNutrition Professionalsen_US
dc.subjectDieteticsen_US
dc.subject.lcshDietetics -- Web-based instructionen_US
dc.subject.lcshNutrition -- Web-based instructionen_US
dc.subject.lcshMotivation in education -- Researchen_US
dc.subject.lcshDietetics -- Study and teachingen_US
dc.subject.lcshNutrition -- Study and teachingen_US
dc.subject.lcshMyers-Briggs Type Indicator -- Research -- Statisticsen_US
dc.subject.lcshHealth surveys -- Statistical methods -- Researchen_US
dc.subject.lcshEducational surveys -- Research -- Indianaen_US
dc.subject.lcshEducational surveys -- Research -- United Statesen_US
dc.subject.lcshTypology (Psychology) -- Statistics -- Researchen_US
dc.subject.lcshInternet in educationen_US
dc.subject.lcshDistance education -- Research -- Methodologyen_US
dc.subject.lcshChi-square testen_US
dc.titleEffect of Learning Preference on Performance in an Online Learning Environment among Nutrition Professionalsen_US
dc.typeThesisen
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