Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

This study used a sequential set-up to investigate the consecutive effects of timing of supportive information presentation (information before vs. information during the learning task clusters) in interactive digital learning materials (IDLMs) and type of collaboration (personal discussion vs. online discussion) in computer-supported collaborative learning (CSCL) on student knowledge construction. Students (N = 87) were first randomly assigned to the two information presentation conditions to work individually on a case-based assignment in IDLM. Students who received information during learning task clusters tended to show better results on knowledge construction than those who received information only before each cluster. The students within the two separate information presentation conditions were then randomly assigned to pairs to discuss the outcomes of their assignments under either the personal discussion or online discussion condition in CSCL. When supportive information had been presented before each learning task cluster, online discussion led to better results than personal discussion. When supportive information had been presented during the learning task clusters, however, the online and personal discussion conditions had no differential effect on knowledge construction. Online discussion in CSCL appeared to compensate for suboptimal timing of presentation of supportive information before the learning task clusters in IDLM

Design and evaluation of digital learning material for academic education in human nutrition

E-learning and digital learning materials are becoming more and more popular. Therefore we investigated the value of digital learning material for academic education in Human Nutrition. Five digital modules were developed focusing on for example design, analysis and interpretation of nutrigenomics research, human intervention trials or epidemiological research

Predicting the temperature-dependent natural population expansion of the western corn rootworm, Diabrotica virgifera

The western corn rootworm, Diabrotica virgifera virgifera Leconte (Coleoptera: Chrysomelidae), was accidentally introduced near Belgrade in Serbia just before 1992 and from there its expansion into Europe started. We have estimated its mean rate of expansion from 1992 to 2000 to be approximately 33 km year(-1), using data from the annual surveys of the European and Mediterranean Plant Protection Organisation. We investigated whether or not D. virgifera can establish itself at certain places in Europe, taking its temperature-dependent development into account. We also estimated the time it will take D. virgifera to reach the Netherlands, considering only its dispersal by flight. All life stage transitions of D. virgifera were simulated with the program INSIM to assess whether or not it could establish itself in particular places. In the simulations, we used the available laboratory data on its life history characteristics, as well as a time series (2-6 years) of daily minimum and maximum temperatures from weather stations across Europe. The temperature-dependent net reproduction resulting from the simulations showed that D. virgifera populations cannot establish themselves at latitudes above 55degreesN. The overall expected velocity of D. virgifera's range expansion was computed with van den Bosch et al.'s formula [van den Bosch F, Hengeveld R & Metz JAJ (1992) Analysing the velocity of animal range expansion. Journal of Biogeography 19: 135-150], where the expansion velocity was based on dispersal characteristics and demographic parameters. We predicted that D. virgifera will not reach the Netherlands by flight from the border of its 2000 range before 2018 using this overall expected velocity. The explanation of this late arrival is that the velocity of population expansion decreases in all directions from the centre of its 2000 range due to unfavourable temperatures. Our analysis is an improvement on former analyses in that it uses temperature-dependent life history characteristics. We stress, however, that the lack of knowledge on dispersal behaviour and on the values of life history characteristics in field situations might severely limit the applicability of the predicted velocity

Design of digital learning material on social-psychological theories for nutrition behavior research

This article describes the design, implementation and evaluation of digital learning material on the social--psychological Theory of Planned Behavior (TPB) and its use in nutrition behavior research. The design is based on guidelines derived from theories on instructional design. The major component of the design challenge is to implement three design guidelines: (1) the use of concrete examples from the field of nutritional behavior; (2) the use of Just in Time information presentation according to recent developments in theories about cognitive load; and (3) the promotion of active learning by stimulating the student to activities. These guidelines are designed to be used in the development of learning material that prepares students to apply the TPB in practical cases. The learning material and its use have been evaluated during two subsequent years in two different academic courses. Initial disappointing evaluation results could mainly be attributed to a discrepancy between design assumptions about the educational setting in which the learning material should have functioned and the actual setting in which the evaluation took place. In a second evaluation, in which the educational setting was adapted to the design assumptions, the learning material satisfied most of the design requirements

Nutrient analysis explained for non-chemists by using interactive e-learning material

The diverse educational and professional background of individuals involved in food composition data work presents challenges in their training. In particular, it is difficult to explain chemical analysis of nutrients to individuals lacking a background in chemistry. Therefore an interactive e-learning module entitled “Nutrient Analysis for Non-chemists” was developed. Interactive e-learning provides a powerful set of tools to stimulate a learning process tailored to the needs and background of course members. In its design, specific aims derived from theories on learning and instruction were first formulated: motivate the student; provide an authentic learning context; visualize important concepts; promote active learning; and avoid unnecessary cognitive load. The e-learning module developed contains a large variety of interactive exercises, animations, and background information. The following four topics or cases were elaborated: Fats and Fatty Acids, Proteins and Amino Acids, Carbohydrates and Fiber, and Elements. In diverse educational settings, the module was evaluated by course members of postgraduate courses who highly appreciated it with an overall score of 4.5 on a 5-point scale. The e-learning module that was developed can be nicely integrated into a blended learning course on food composition data. However, it is also very well suited for individual distance learnin

Training aspects in the use and production of food composition databases. The EuroFIR experience.

An increasing number of national food databases have been published on the internet. However, these internet databases can only be searched individually, and the data have been compiled at a national level, resulting in incompatibilities. To resolve these problems, the Network of Excellence EuroFIR develops an internet based platform for online access to various national authoritative sources of food composition data in Europe. Training is essential for its use, and for the development of harmonised procedures of data production, evaluation, compilation, and retrieval. The training program developed within EuroFIR consists of individual training, supported by exchange grants, and a collection of workshops and training courses. Supportive E-learning modules are under construction. Procedures for the evaluation of each training activity have been made to measure its efficacy, and to learn about new training needs. Attention is given to special training needs of compilers in central and eastern European countries

Interactive digital learning metarial on collating evidence from human nutrition research

Background & aims Educational literature suggests that digital learning material provides opportunities to promote active learning, to present individualized feedback, and to reduce cognitive load. This study investigates the possibilities of digital learning material for academic Human Nutrition education. Methods Educational principles were articulated to guide the design of the materials. The material assists students in obtaining insight into strengths and limitations of common research approaches and the application of various methods often used for evaluating and collating scientific evidence from nutritional and biomedical research. Results The learning material consists of two cases: (1) alcohol intake and heart disease and (2) milk consumption and bone health. Each case contains interactive and visual elements. The cases were evaluated in a B.Sc. and an M.Sc. course (26 and 45 students, respectively). The interactive elements were rated on a five-point scale with a 3.5 (B.Sc.) and 4.2 (M.Sc.) and the visual elements with a 3.9 (B.Sc.) and 4.1 (M.Sc.) (average over two cases). Exam results indicated that 65–88% of the students achieved the learning objectives. Conclusion This study illustrates how educational principles can be used to develop interactive and visual learning material for academic Human Nutrition Education