Distance education (DE) can address barriers to training nutrition professionals by offering a convenient, flexible and efficient way of learning. One particularly valuable teaching tool in DE is the use of computer-based simulations (CBS). CBS stimulates confidence building, acquisition of new knowledge, exposure to new and challenging patient cases in a safe learning environment, development of communication and critical thinking skills, and the cultivation of sensitivity towards patient needs. Despite the benefits, there is a lack of research examining dietetic educator’s perceptions of and experience with CBS. Goals of this study were to determine: 1) whether dietetic program educators were open to the idea of using CBS and how these responses varied in relation to different factors, and 2) dietetic program educators’ perceptions of the benefits and barriers of using CBS. Secondary data analyses were conducted on a15-item survey developed by the American Dietetic Association (ADA). Surveys contained two qualitative questions and 13 quantitative questions related to CBS. Surveys were e-mailed via the ADA listserv to 535 program directors, including Dietetic Internship Programs (DI), Coordinated Programs in Dietetics (CP), Didactic Programs in Dietetics (DPD), and the Dietetic Technician Programs (DT). A total of 165 individuals responded to the survey. The majority of respondents were open to the use of CBS (n=117) and a small number were not open (n=24). Respondents open to CBS were more likely to 1) not prefer face-to-face communication with their students and colleagues 2) currently be using online case studies and simulations 3) be using standardized patients in supervised practice 4) believe that dietetics education needs alternatives to traditional supervised practice such as CBS 5) believe that they have IT and financial support from their administration 6) have medical simulation laboratories available for dietetics students 7) believe that they had the technological skills needed to use CBS. Educators commented on the potential for CBS to address the shortage of preceptors and facilities available for supervised practice, in addition to enhancing and expediting learning in various settings. Perceived barriers, included the idea that technology impedes learning and a concern about the resources needed to implement CBS. Understanding the perspectives and practices of education program directors is a crucial component of furthering the process of incorporating CBS into nutrition education. This is exciting new terrain for nutrition education and moving forward with research in both distance education and CBS will be beneficial to enhancing nutrition and dietetics education in DE, traditional classroom settings and in supervised practice.

This study investigated the use of interdisciplinary computer-based simulations compared to traditional teaching methods. The academic intrinsic motivation of gifted and non-gifted students was analyzed using a quasi-experimental design, similar to a pretest/posttest design.

The primary goal of this study was to acquire an understanding of those practices that encourage the sustained use of simulations in support of inquiry-based science instruction. With the rapid distribution of Internet-related technologies in the field of education, it is most important to undertand the function of these innovations. Technology, specifically the implementation of simulations to support inquiry-based instruction, provides new educational strategies for science teachers. Technology also influences the field of education by repeatedly making some teachers' best practices obsolete. The qualitative research design was selected to explore the nature of science leaders' and teachers’ consideration or lack of consideration to incorporate simulations into their inquiry-based instruction. The method for collecting the data for this study included in-depth, semi-structured interviews. The analysis of this interview data was conducted in two phases. Phase I focused on the consensus views of the participants regarding the implementation of simulations. In order to gain a more in-depth understanding of the interview data, Phase II focused on the subtle differences among the participants regarding their execution of this instructional tool. The overall conclusion of this study was that the use of simulations requires a multi-faceted approach to ensure sustainability. As noted, science leaders must continue to encourage the high, medium and low users of simulations to implement the ongoing use of these instructional tools. Also, science teachers must do their part to ensure the success of these programs. By addressing the primary and secondary research questions, five major conclusions were reached. These conclusions include (a) the use of web-based simulations can have a positive influence on inquiry-based science instruction, (b) technology challenges have influenced the teachers’ use of simulations, (c) time influences the use of simulations, (d) ongoing professional development strategies support the sustained use of simulations, and (e) student engagement in inquiry-based science instruction is positively influenced by the use of simulations. This study concludes with suggestions for educational leaders and teachers along with further considerations for future research.