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.

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Record number 398443
Title Timing of Information Presentation in Interactive Digital Learning Material Affects Student's Learning Outcomes and Appreciation of the Material: a Pilot Study in the Domain of Nutritional Research Education.
Author(s) Busstra, M.C.; Geelen, A.; Noroozi, O.; Biemans, H.J.A.; Vries, J.H.M. de; Veer, P. van 't
Source In: Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, Toronto, Canada, June 28 - July 2, 2010. - Chesapeake, VA : - p. 3091 - 3100.
Event Chesapeake, VA : World Conference on Educational Multimedia, Hypermedia and Telecommunications 2010, Toronto, Canada, 2010-06-28/2010-07-02
Department(s) Nutrition and Disease
Education and Learning Sciences
Global Nutrition
VLAG
WASS
Publication type Contribution in proceedings
Publication year 2010
Abstract Interactive digital learning material was developed – in the context of the EURRECA Network of Excellence - to assist students in obtaining insight into the principles of evaluation studies within nutritional research. The material contains a sequence of exercises which guide the student through the design and analysis of evaluation studies. For this, knowledge on research methodology is required which can be obtained by studying theory modules. To investigate the effect of timing of information presentation, two versions of the material were tested: a version in which all theory modules were presented before the exercises and a version in which the theory modules were presented just-in-time, when needed for a specific exercise. An inventory of students’ appreciation of the material and an analysis of the quality of the learning outcomes indicated that just-in-time presentation of the theory during the exercises enhanced students’ performance and appreciation of the material.
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