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Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education

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Title: Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education
Language: English
Authors: Beauchamp, David M., Newton, Genevieve, Monk, Jennifer M.
Source: International Journal of Higher Education. 2021 10(7):19-33.
Availability: Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Electronic Learning, Online Courses, COVID-19, Pandemics, Critical Thinking, Scientific and Technical Information, Scientific Literacy, Nutrition Instruction, Toxicology, Undergraduate Students, Learner Engagement, Active Learning, Cooperative Learning, Instructional Effectiveness, Skill Development, Learning Strategies, Questionnaires, Foreign Countries
Geographic Terms: Canada
Assessment and Survey Identifiers: Study Process Questionnaire
ISSN: 1927-6044
Abstract: Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P<0.05), however, practical SL skills remained unchanged (P>0.05). There was no difference in the magnitude of improvement in students' SL skill perceptions or their practical SL skills between course formats (P>0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1319071
Database: ERIC
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  Data: Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education
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  Data: Sciedu Press. 1120 Finch Avenue West Suite 701-309, Toronto Ontario, Canada M3J 3H7. Tel: 416-479-0028; Fax: 416-642-8548; e-mail: ijhe@scieduca; Web site: http://www.sciedupress.com/ijhe
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  Data: Maintaining scientific literacy (SL) skill development in undergraduate science education while transitioning courses from the in-person to online learning environment due to the COVID-19 pandemic requires adaptation of some teaching practices. This study assessed the effectiveness of small online learning groups as the active engagement strategy (replacing in-person breakout groups) to promote SL skill development in fourth year undergraduate nutritional science students in the online learning environment (Fall 2020 semester). As a secondary outcome, SL skill development in the online learning environment (Fall 2020, n=178) was compared to that of the in-person course format (Fall 2019, n=144). Students were surveyed at the start and end of the semester to assess their i) scientific literature comprehension, ii) SL skill perceptions, and iii) practical SL skills. The use of online learning groups contributed to improvements in both literature comprehension and SL skill perceptions (P&lt;0.05), however, practical SL skills remained unchanged (P&gt;0.05). There was no difference in the magnitude of improvement in students&#39; SL skill perceptions or their practical SL skills between course formats (P&gt;0.05). The ability to think critically about the scientific literature was increased in both course formats, with greater improvements observed in the online course format (P=0.02). Additionally, only students in the online course format had improved comprehension of scientific methods versus the in-person format (P=0.05). Collectively, these data demonstrate that the adaptations of an in-person course to an online learning environment using small online learning groups can similarly promote the development of SL in undergraduate nutrition education.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 15
        StartPage: 19
    Subjects:
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Online Courses
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      – SubjectFull: COVID-19
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      – SubjectFull: Nutrition Instruction
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      – SubjectFull: Toxicology
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      – TitleFull: Adapting Literature Critique Engagement Activities for Online Learning Due to COVID-19: Use of Online Learning Groups to Promote Scientific Literacy Capabilities in Undergraduate Nutrition Education
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