The Design and Evaluation of Online Interactive Learning in an Undergraduate Nutrition Course. Livingstone, Katherine, Milte, CM, Macfarlane, S, Woods, J and Booth, A 2022, The Design and Evaluation of Online Interactive Learning in an Undergraduate Nutrition Course., Front Nutr, vol. 9, pp. 811103, doi: 10.3389/fnut.2022.811103. Attached Files Name Description MIMEType Size Downloads Title The Design and Evaluation of Online Interactive Learning in an Undergraduate Nutrition Course. Author(s) Livingstone, Katherine orcid.org/0000-0002-9682-7541 Milte, CM Macfarlane, S Woods, J Booth, A Journal name Front Nutr Volume number 9 Start page 811103 Publisher p Place of publication Switzerland Publication date 2022 ISSN 2296-861X Keyword(s) design evaluation interactive learning nutrition online undergraduate Summary Understanding factors that promote student engagement with online learning environments is important for benchmarking and improving the quality of teaching in a digital era. This study aimed to describe the online interactive content created for delivery of an undergraduate nutrition course and to evaluate student engagement with the online interactive content. We collected online questionnaire data in 2018 and 2019 from two cohorts of students enrolled in a Deakin University undergraduate nutrition unit. Two-sample unpaired t-tests were used to examine differences in participant engagement with online topic guides between static text-based and interactive content. A total of 89 participants (19-56 years) were included. Sixty four of students reported always/usually reading static text-based topic guides most weeks and 64% perceived them as moderately/highly effective. While 60% of participants reported reading the online interactive topic guides most weeks and 93% perceived them as moderate/highly effective. Most participants indicated the interactive topic guides were more effective than static text-based topic guides they experienced in other courses (76%). Hours dedicated to the online interactive topic guide were higher (6.4 SD 2.9 vs. 1.7 SD 1.7 h; P < 0.001) as was the rating of how engaging the topic guides were (7.2 SD 1.6 vs. 6.7 SD 2.5; P = 0.008). These findings suggest that interactive content is more engaging. However, this content may not be accessible to all students, and so familiarization and training prior to engaging in an interactive online unit may be needed. Language eng DOI 10.3389/fnut.2022.811103 Indigenous content off Field of Research 1001 Agricultural Biotechnology 1111 Nutrition and Dietetics Free to Read? Yes Persistent URL http://hdl.handle.net/10536/DRO/DU:30166543 Document type: Journal Article Collections: Faculty of Health School of Exercise and Nutrition Sciences Open Access Collection Related Links Link Description Link to full-text (open access)   Connect to published version Go to link with your DU access privileges   Author URL Go to link with your DU access privileges   Connect to Elements publication management system Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Every reasonable effort has been made to ensure that permission has been obtained for items included in DRO. If you believe that your rights have been infringed by this repository, please contact drosupport@deakin.edu.au. Versions Version Filter Type Fri, 08 Apr 2022, 07:31:46 EST Mon, 11 Apr 2022, 15:46:06 EST Thu, 28 Apr 2022, 06:04:11 EST Sun, 01 May 2022, 17:00:55 EST Mon, 02 May 2022, 14:05:48 EST Thu, 05 May 2022, 23:36:54 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 10 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Fri, 08 Apr 2022, 07:31:46 EST