Formative evaluation of an introductory human nutrition telecourse: Validation of course content and technical video objective
The purpose of this descriptive study was to validate course content and video components during the production of a telecourse on human nutrition. Validation occurred through qualitative techniques of formative evaluation. Two techniques were applied in order to validate course content and video quality: first, a modified three-round Delphi technique of evaluation was employed utilizing expert input to validate telecourse content and lesson objectives; secondly, a twenty-two statement, six-point Likert scale questionnaire was developed to validate video qualities of a 10 -minute sample video from the telecourse, Nutrition Pathways. An analysis of the Delphi rounds indicated that 65% of the preliminary telecourse lessons/objectives were approved and validated without further modifications from the experts who represented telecourse Advisory Committees. Several other components of the telecourse were also validated by expert consensus: selection of an introductory textbook; approval of the characteristics of the target audiences; approval of selected lesson objectives for video treatment; appropriate use of video subjects, experts, and narrator; and approval of technical qualities of the sample video lesson. A six-point Likert scale questionnaire was developed to accompany a 10-minute sample video lesson on Adulthood and Aging from the telecourse, Nutrition Pathways. The questionnaire had twenty-two statements with six levels of agreement from "completely agree" to "completely disagree." Subject responses t o each statement provided personal opinions. One open-ended statement was included on the questionnaire in order to obtain specific positive or negative responses to the sample video lesson. Subjects who viewed the sample video lesson consisted of two groups: one group were volunteer college/ university students who represented the target audiences of nutrition/allied health majors and non-majors; the second group consisted of experts from the Advisory Committees. Results of the questionnaire showed that four (18%) of the twenty-two statements received <85% overall agreement from subjects . The only unexpected result concerned the ethnicity of the on-camera experts. Non-Caucasian subjects rated agreement (62% agreed) of ethnic representation less than all subjects combined (72% agreed) . Other statements received overall agreement (~85%) from subjects who viewed the sample video lesson . Formative evaluation techniques were ultimately used to i mprov e the telecourse , Nutrition Pathways.