Biological Lifestyle Factors in Adult Distance Education::Predicting Cognitive and Learning Performance

Gijselaers, H. J. M. (2015, 29 October). Biologische leefstijlfactoren in volwassen afstandsonderwijs: voorspellen van cognitief presteren en leerprestatie [Biological lifestyle factors in adult distance education: predicting cognitive and learning performance]. Pitch given for the board of commissioners at the Open University of the Netherlands, Heerlen, The Netherlands.Pitch of my doctoral dissertation held for the board of commissioners of the Open Universit

Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress

Research in traditional education shows chronotype, sleep duration and sleep quality to be related to learning performance. Research in adult students participating in distance education (DE) is scarce. This study aims to provide knowledge on these relationships in this educational setting. In an observational longitudinal study, chronotype, sleep duration (i.e., for work and free days separately) and sleep quality of 894 students were analyzed in a multiple regression analyses. Students provided information on sleep-relatedmeasures and important covariates at the start of their study and study progress was evaluated after 14 months (i.e., the number of successfully completed modules). In linewith previous research, chronotype did not predict study progress. Further, sleep duration did not predict study progress, neither as a linear nor as a polynomial term. Third, sleep quality did not predict study progress. Concluding, these results are in linewith previous research that DE provides a solution to the asynchrony problem. Findings regarding sleep duration and sleep quality are new and unexpected, asking for attention and further research. Despite the study's observational nature, findings suggest that students participating in DE may benefit from this type of education as the asynchrony problem appears not to apply here, as students can choose their own study schedule

Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners

Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2013, 7 November). Physical activity and sedentary behavior associated with learning outcomes and cognition in adult distance learners. Paper presentation at the ICO [Interuniversity Center for Educational Research] National Fall School, Maastricht University, The Netherlands.Physical activity and sedentary behavior appear to be related to learning outcomes in children and to cognition across the whole lifespan. Research in adults, concerning physical activity and sedentary behavior and their relationship with learning outcomes, is not apparent. Therefore, we investigated if and how they are related in adults participating in distance education. The study was executed among Open University (NL) students in a cross-sectional survey-research. Opposed to our hypothesis physical activity was a negative predictor for learning outcomes. Possibly, time spent on physical activity in this specific group of students could detract from the time they spent on learning, as it is likely that their spare time is limited. Also, opposed to our hypothesis, sedentary behavior was positively associated with learning outcomes. As spare time is likely to be scarce it could be that time spent learning adds to the time spent sitting, as it is highly likely that most students will study sitting. Thus, possibly resulting in sedentary behavior being a positive predictor for learning outcomes. As expected, physical activity and sedentary behavior appeared to be each independent and separate constructs as they both added uniquely to the regression model. These results ask for more elaboration on the exact effects of physical activity and sedentary behavior on learning in adults

Biological lifestyle factors related to cognition and learning performance in adults in distance education

An important part of learning performance is influenced by individual characteristics. One of those are the environmental influences determined by lifestyle. We call these influences biological lifestyle factors (BLFs). Physical activity, sleep and nutrition are such BLFs and they contribute to brain health, cognitive performance and learning performance in traditional education in children and adolescents. Little research, however, has been conducted concerning these BLFs in adults participating in distance education, despite that this type of education is more and more in favor because of the freedom it offers that allows combining it with the demanding work life, family responsibilities (e.g., a partner and/or children) and the need for ongoing development in adult life. Knowledge on how lifestyle could contribute to learning performance in adults is highly desirable as it could increase the success of adults participating in distance education. Besides, advice on lifestyle changes are relatively cheap interventions of which benefits could be substantial (Ribeiro & Stickgold, 2014). Maintaining a healthy lifestyle does not only result in a better physical and mental health state (Busch, Van Stel, Schrijvers, & de Leeuw, 2013), but also leads to better cognitive performance (Small et al., 2006). Research indicates that a healthy lifestyle is beneficial for cognition and learning, as suggested by research in the domain of physical activity (PA) (e.g., Hillman, Kamijo, & Scudder, 2011), sleep (e.g., Dewald, Meijer, Oort, Kerkhof, & Bögels, 2010; Philip et al., 2012) and nutrition (e.g., Burkhalter & Hillman, 2011; Deliens, Clarys, De Bourdeaudhuij, & Deforche, 2013). These examples provide the theoretical framework for the execution of this PhD project as PA, sleep and nutrition are all three factors that influence the body in a biological way. They exert influence on the regulation of the body’s physiological parameters and the subsequent processes. We will not go into detail on these underlying processes in this proposal because of briefness, but we refer to the following literature (cf., Gómez-Pinilla, 2008; van Praag, 2009; Winter et al., 2007; Wright et al., 2013). These, by lifestyle induced, physiological changes influence processes among which are synaptic pruning, synaptic plasticity and neuronal proliferation. These all contribute to brain plasticity, which is believed to be the basis for better cognitive and learning performance (e.g., Barenberg, Berse, & Dutke, 2011). This led us to investigate the following main research questions in an educational setting different than traditional education for children, namely adult distance education: What are the characteristics of adult distance education with respect to dropout and success? What is the relation(s) between behavior on BLFs on the one hand and cognition and learning performance on the other? The objectives of the PhD project were: (1) to elaborate on the relation of the variables within each BLF with learning performance, but also combining these relations into one model predicting learning performance; (2) to elaborate on the relation of the variables within each BLF with cognitive performance, but also combining these relations into one model predicting cognitive performance; (3) to investigate whether cognitive performance was a mediator in the relation between the BLFs and learning performance. The research proposed to be presented here, stems from a PhD project that will be finished at the time of the conference. The results from the first five, already available, empirical research articles will be presented in a concise but clear manner. One more research article is expected to follow in the future and will most likely be available at the conference and included in the paper presentation

Adult Learning Open University Determinants study (ALOUD): Biological lifestyle factors associated with study success

Gijselaers, H. J. M., De Groot, R. H. M., & Kirschner, P. A. (2012, 7 November). Adult Learning Open University Determinants study (ALOUD): Biological lifestyle factors associated with study success. Poster presentation at the International ICO Fall School, Girona, Spain.Life expectancies keep rising as our society develops. Changes in our knowledge economy are fast and as a result the value of personal knowledge and experience diminishes at a high rate. This leads to an ongoing demand for employees to develop their knowledge and experience far into adult age. However, the ability to learn decreases over time. Research shows that biological lifestyle factors can possibly influence the ability to learn. Probably, this is partly caused as cognition is a key condition for normal learning and cognition can be influenced by biological lifestyle factors. Three biological lifestyle factors that are associated with learning, study success, academic achievement, and/or cognition are the focus of this study. These biological lifestyle factors are physical activity, sleep, and nutrition. Research into these biological lifestyle factors with regard to study success in adults is lacking. Research so far has focused on primary, secondary, and university education, and is usually targeted on traditional education. The goal of this study is to gain insight in the associations between biological lifestyle factors and study success in adults participating in distance education. A large cross-sectional study will offer more information on how these biological lifestyle factors are associated with study success and cognition. Also, the associations between the biological lifestyle factors and subjective factors (i.e. life satisfaction and health related quality of life) will be evaluated. The goal of this study is to gain insight into the determinants of study success in adult distance learners. Expected is that healthy lifestyles will be positively associated with study success. The results will offer possibilities to develop tailored strategies to enhance study success of students in adult education

Sedentary behavior and not physical activity predicts study progress in distance education`

For the official publication, see: http://dx.doi.org/10.1016/j.lindif.2016.06.021Previous research has shown that physical activity and sedentary behavior are related to learning performance in traditional education. In distance education (DE), however, students are characterized by different features (e.g., age and responsibilities). As a result, DE students often have full schedules andmust make choices that traditional students do not. Advice on behavior change is low-cost and easy to implement. Therefore, it is of interest to investigate whether physical activity and sedentary behavior are related to learning performance in DE. In an observational longitudinal study, physical activity and sedentary behavior of 1100 adult DE students were analyzed using multiple regression analysis. Students provided information on physical activity, sedentary behavior and important covariates at the start of their study. Learning performance,measured as study progress,was evaluated after 14 months (i.e., the number of successfully completed modules). Analyses revealed that only sedentary behavior was a significant predictor for study progress. More sedentary behavior was predictive for more learning performance in adults participating in DE. Despite these findings, it is not recommended that students should be more sedentary as health/cognitive benefits following from more physical activity and less sedentary behavior are proven. Instead, future research should focus on which specific sedentary behaviors are responsible for this relation as sedentary behaviors may be differentially associated with learning performance