The purpose of this study was to analyze, design, develop, implement, and evaluate an online instructional sequence in a culinary arts program. In order to examine the effect on learner knowledge and resulting performance, a series of researcher-created RLOs for Chinese food cultural history and three different Chinese culinary cooking methods were utilized. This study also examined the learners' attitudes toward this instruction using an online delivery system compared to similar instruction in a more traditional face-to-face method.

Six RLO modules with content and teaching materials were developed based on a Delphi Technique evaluation process and suggestions from SMEs and IDEs. A modified quasi-experimental, nonequivalent control-group design was used in this study. The participants of this proposed research were enrolled in the courses entitled CUAR 1110: Culinary Foundations I, and CUAR 1111: Culinary Skill Development I at a southeastern Idaho university. There were two class sections with one section serving as the experimental group (online) and the other as the control group (face-to-face). The experimental group was conducted using the Moodle learning management system, while the control group attended a traditional face-to-face class; the instructional treatment period was three weeks.

Results from the data analysis revealed no significant difference in student attitude toward Chinese culinary arts and knowledge of Chinese culinary cooking methods between the two groups. However, the results of this study provided evidence that students' attitudes and knowledge of Chinese culinary arts were increased in both the experimental (online) and control (face-to-face) groups. An independent t- test was used to analyze the performance posttest scores; results indicated there was no statistically significant difference in the two groups.