Ellen L. Shanley, Colleen A. Thompson, Lisa A. Leuchner, Yanyun Zhao
{"title":"Distance education is as effective as traditional education when teaching food safety§","authors":"Ellen L. Shanley, Colleen A. Thompson, Lisa A. Leuchner, Yanyun Zhao","doi":"10.1111/j.1471-5740.2003.00071.x","DOIUrl":null,"url":null,"abstract":"<p>A food safety and sanitation course was developed and administered using two different educational methods: traditional classroom style and distance education via CD-ROM and the Internet. A research project studied the differences between participants taking the distance education course and those taking the traditional course. Success of the participants was evaluated using several different measures: comparison of pre-/post-test, pass/fail of a United States nationally recognized food safety examination, and test score of the United States national food safety examination. Fifty individuals participated in the study: <i>n</i> = 22 in the traditional group and <i>n</i> = 28 in the distance education group. Data were analyzed using Statistical Power for the Social Sciences (SPSS). All participants took the nationally recognized food safety examination. Bivariate analyses revealed no significant association between the method of education and the national examination score. The data indicate that more highly educated people may choose a distance education course. Number of years employed in food service significantly influenced test scores among all participants. Distance participants who passed spent more time using the CD-ROM (57% spent > 10 h) compared to those who failed (25% spent > 10 h). The audio and Internet components were more useful to those who passed. Participants who passed in both groups were more likely to list English as their primary language (100%). Of those who failed, 26% listed a language other than English as primary. Data indicate that distance education is a viable method of training food service professionals in food safety and sanitation. The Distance Education Course is available through the University of Connecticut and may be accessed at http://www.team.uconn.edu/foodsafety_course/index.htm<i>.</i> Distance education courses in food safety are available in English, Spanish, and Vietnamese. The project was funded in part by a United States Department of Agriculture Integrated Food Safety Grant.</p>","PeriodicalId":100547,"journal":{"name":"Food Service Technology","volume":"4 1","pages":"1-8"},"PeriodicalIF":0.0000,"publicationDate":"2004-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1111/j.1471-5740.2003.00071.x","citationCount":"28","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Food Service Technology","FirstCategoryId":"1085","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/j.1471-5740.2003.00071.x","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 28
Abstract
A food safety and sanitation course was developed and administered using two different educational methods: traditional classroom style and distance education via CD-ROM and the Internet. A research project studied the differences between participants taking the distance education course and those taking the traditional course. Success of the participants was evaluated using several different measures: comparison of pre-/post-test, pass/fail of a United States nationally recognized food safety examination, and test score of the United States national food safety examination. Fifty individuals participated in the study: n = 22 in the traditional group and n = 28 in the distance education group. Data were analyzed using Statistical Power for the Social Sciences (SPSS). All participants took the nationally recognized food safety examination. Bivariate analyses revealed no significant association between the method of education and the national examination score. The data indicate that more highly educated people may choose a distance education course. Number of years employed in food service significantly influenced test scores among all participants. Distance participants who passed spent more time using the CD-ROM (57% spent > 10 h) compared to those who failed (25% spent > 10 h). The audio and Internet components were more useful to those who passed. Participants who passed in both groups were more likely to list English as their primary language (100%). Of those who failed, 26% listed a language other than English as primary. Data indicate that distance education is a viable method of training food service professionals in food safety and sanitation. The Distance Education Course is available through the University of Connecticut and may be accessed at http://www.team.uconn.edu/foodsafety_course/index.htm. Distance education courses in food safety are available in English, Spanish, and Vietnamese. The project was funded in part by a United States Department of Agriculture Integrated Food Safety Grant.
采用两种不同的教育方法:传统的课堂教学方式和通过CD-ROM和因特网进行的远程教育,开发和管理了食品安全和卫生课程。一项研究项目研究了远程教育课程参与者与传统课程参与者的差异。参与者的成功是通过几种不同的方法来评估的:测试前/测试后,通过/不通过美国国家认可的食品安全检查的比较,以及美国国家食品安全检查的测试分数。50人参加了研究:n = 22在传统组和n = 28在远程教育组。数据分析采用SPSS (Statistical Power for the Social Sciences)软件。所有参与者都参加了国家认可的食品安全检查。双变量分析显示,教育方法与国家考试成绩之间没有显著关联。数据表明,更多受过高等教育的人可能会选择远程教育课程。在餐饮服务行业工作的年数显著影响了所有参与者的测试成绩。与那些不及格的人(25%花了10小时)相比,通过远程测试的人花了更多的时间使用CD-ROM(57%花了10小时)。音频和互联网组件对那些通过考试的人更有用。两组都通过的参与者更有可能将英语列为他们的主要语言(100%)。在那些不及格的学生中,26%的人将英语以外的语言列为主要语言。数据表明,远程教育是培训食品安全和卫生方面的食品服务专业人员的可行方法。远程教育课程可通过康涅狄格大学获得,并可通过http://www.team.uconn.edu/foodsafety_course/index.htm访问。食品安全远程教育课程以英语、西班牙语和越南语提供。该项目部分由美国农业部综合食品安全补助金资助。