Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

    We have a manual that explains all the features 

Record number 414935
Title Adaptive e-learning for biotechnology : (how) does it work?
Author(s) Seters, J.R. van
Source University. Promotor(en): Hans Tramper; M.A. Goedhart, co-promotor(en): M.A. Ossevoort. - [S.l.] : S.n. - ISBN 9789461730886 - 156
Department(s) Bioprocess Engineering
Publication type Dissertation, internally prepared
Publication year 2011
Keyword(s) computerondersteund onderwijs - probleemgestuurd onderwijs - geprogrammeerd leren - biotechnologie - computer assisted instruction - problem-based learning - programmed learning - biotechnology
Categories Computer Assisted Instruction

By for example the Bachelor-Master system, the composition of student groups at universities changed in recent years. The knowledge of students may be more divergent. This makes the teaching of these groups more difficult, since the updating of individual students is very time consuming for the teacher. Digital materials can then support teachers. Adaptive digital learning materials adapt the level of the offered material and exercises to suit the individual student. In this study we examined existing teaching materials for effectiveness and looked at how students use and appreciate it. Also, we introduced a pedagogical structure to develop adaptive digital learning materials in a systematic way. The developed material proves to be effective, if properly designed and tested. Students’ use of the material is indeed very diverse regarding the time they devote to the material and the way they approach the exercises. For example, some students find it more pleasant to first deepen the theory, while others want to learn from their mistakes. Students appreciate the material, but make high demands on the provided automated feedback. Adaptive digital materials can therefore be a good way to teach heterogeneous student groups, provided the material is carefully designed and tested.

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