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F. WOLFE, Department of Nutritional Science, University of Arizona, Tucson, AZ 85721 and E. Carpenter, Ag Computer, University of Arizona, Tucson, AZ 85721.

We have developed an asynchronous learning environment for the delivery of an introductory nutrition class. The CD-ROM/Internet-hybrid course contains an HTML text outline, graphics, animation, links to the Internet, and links to the course management software, WebCT. WebCT allows password-protected access to tutorials, assignments, tests, and electronic communication including private e-mail, bulletin boards, and chat rooms. With all of these assets combined together, this is an interactive course utilizing high bandwidth learning tools with Internet flexibility.

The validation study utilized a quasi-experimental design to compare the change in knowledge of students in the traditional in-class delivery of introductory nutrition to the knowledge of students in the asynchronous delivery of introductory nutrition. A pretest/post-test was employed to measure the level of knowledge of general introductory nutrition. This test covered material that would be presented either in the required reading or lecture/CD-ROM throughout the semester. The pretest was given prior to any lectures for the control group and prior to receiving CD-ROMs for the treatment group. The post-test was given prior to or as the final exam. Surveys were given during the semester to determine student attitudes and perceptions. The University of Arizona’s Instructional Assessment and Evaluation Services were employed to lead focus groups with the students to see if these differed from the surveys. Kolb’s Learning Style Inventory was given to the treatment group. An analysis of variance (ANOVA) general linear model for non-equivalent groups was used to test the significance of differences between the means of the control and treatment group results on the pre and post achievement tests.

This presentation will describe the outcomes of the validation, and give interested course developers broad guidelines for what works and what does not work in the design and delivery of effective Asynchronous Courses using this hybrid modality.