- H. Gruppen (4)
- R. Hartog (2)
- R.J.M. Hartog (2)
- Héctor J. Pijeira-Díaz (1)
- G. Moerland (1)
- Omid Noroozi (1)
- E.A.M. Puffelen van (1)
- Sjors Verstege (1)
- A.G.J. Voragen (4)
- F.D. Zoet (1)
Relations between students' perceived levels of self-regulation and their corresponding learning behavior and outcomes in a virtual experiment environment
Verstege, Sjors ; Pijeira-Díaz, Héctor J. ; Noroozi, Omid ; Biemans, Harm ; Diederen, Julia - \ 2019
Computers in Human Behavior 100 (2019). - ISSN 0747-5632 - p. 325 - 334.
Virtual Experiment Environments (VEEs) have been shown as effective preparation steps for laboratory classes in natural science education. Given the self-directed nature of VEEs, students need adequate Self-Regulated
Learning (SRL) skills. This study explores the relation between students' perceived SRL level and their behavior and outcomes in a VEE in the field of enzymology. Ninety-seven higher education students were divided into
three groups of perceived SRL level (high, medium, and low). The VEE learning behavior (e.g., number of attempts and hints accessed) and VEE outcomes of these groups were compared while keeping prior knowledge as a covariate. While low self-regulated learners showed the least level of engagement with the VEE, high self-regulated learners showed the most optimum learning activity. Medium self-regulated learners engaged more in gaming the system behavior, and consequently learned the least. These results suggest that there is a nonlinear relationship between perceived SRL level and outcomes, since the intermediate level seems to be detrimental to learning, as explained through behavior. The intermediate level was characterized by an increase in agency, but
a lack of goal-directed and planning behavior. Implications for self-regulated learning theory and the design of VEEs in the best interest of students are discussed.
Balancing online and face-to-face teaching and learning activities
Puffelen, E.A.M. van; Berkum, M. van; Diederen, J. - \ 2018
In: Proceedings of the 14th International CDIO Conference, Kanazawa, Japan, June 28 – July 2, 2018 Kanazawa, Japan : (14th International CDIO Conference ) - ISBN 9784906122530 - 9 p.
The core of university course design is the selection and combination of Teaching and Learning Activities (TLAs). TLAs may involve various types of interaction, either face-to-face or with and through media. Traditional media such as books are increasingly being supplemented with many types of online media such as short video presentations known as knowledge clips. Wageningen University introduced knowledge clips to several second-year Food Technology courses, partially shifting from face-to-face interactions to online activities that facilitate acquiring, inquiring and practicing. Student questionnaires and a student group interview were used to reveal differences in student preferences towards knowledge clips and the other TLAs. Knowledge clips seem to be valuable parts of courses and work well in general, although students prefer to combine them with some face-to-face interaction. Besides individual preference, there seem to be two main reasons for this: (1) watching a large number of clips requires a considerable amount of discipline and a face-to-face meeting during the course is an intermediate goal to work towards, and (2) when knowledge clips are more difficult and raise questions, students prefer to work in a room with access to a teacher
Design and Evaluation of Digital Assignments on Research Experiments within Food Chemistry
Diederen, J. ; Gruppen, H. ; Hartog, R. ; Voragen, A.G.J. - \ 2006
Journal of Science Education and Technology 15 (2006)3. - ISSN 1059-0145 - p. 227 - 246.
Laboratory classes are regarded as an important learning activity, but they also have shortcomings: laboratory classes are often an inefficient learning activity for students and often do not sufficiently support students in developing research specific cognitive skills. It is hypothesized that some of such skills can be achieved more effectively with digital assignments than with laboratory classes. Therefore, three digital assignments have been designed, developed and evaluated. The assignments have three goals: (1) providing a situation in which students can practice research specific cognitive skills and (2) offering a research method which students can also use in a real laboratory situation and (3) providing the possibility to come across a number of common pitfalls. The assignments are described in detail. Results of a first evaluation of the use of the assignments indicate that the students consider the assignments challenging and valuable. The examination results demonstrate that students are quite capable of making a research design. Although students indicate to have learned a useful research method, students do not apply the method in the laboratory classes.
Design and Evaluation of Digital Learning Material to Support Acquisition of Quantitative Problem-Solving Skills Within Food Chemistry
Diederen, J. ; Gruppen, H. ; Hartog, R. ; Voragen, A.G.J. - \ 2005
Journal of Science Education and Technology 14 (2005)5-6. - ISSN 1059-0145 - p. 495 - 507.
One of the modules in the course Food Chemistry at Wageningen University (Wageningen, The Netherlands) focuses on quantitative problem-solving skills related to chemical reactions. The intended learning outcomes of this module are firstly, to be able to translate practical food chemistry related problems into mathematical equations and to solve them and secondly, to have a quantitative understanding of chemical reactions in food. Until 3 years ago the learning situation for this module was inefficient for both teachers and students. For this learning situation a staff/student ratio of 1/25 was experienced to be insufficient: the level of student frustration was high and many students could not finish the tasks within the scheduled time. To make this situation more efficient for both students and teachers and to lower the level of frustration, digital learning material was designed. The main characteristic of this learning material is that it provides just-in-time information, such as feedback, hints and links to background information. The material was evaluated in three case studies in a normal educational setting (n = 22, n = 31, n = 33). The results show that now frustration of students is low, the time in classes is efficiently used, and the staff/student ratio of 1/25 is indeed sufficient. A staff student ratio of around 1/40 is now regarded as realistic
Design and evaluation of digital activating learning materials for Food Chemistry education.
Diederen, J. - \ 2005
Wageningen University. Promotor(en): Harry Gruppen; Fons Voragen, co-promotor(en): Rob Hartog. - Wageningen : - ISBN 9789085042716 - 160
voedselchemie - onderwijs - lesmaterialen - ontwerp - computerondersteund onderwijs - food chemistry - education - teaching materials - design - computer assisted instruction
Food chemistry is amongst others about the components and chemical reactions that are part of food products, about the effect of chemical reactions on the quality and about the techniques used to research food products. To support students in acquiring the knowledge and skills of food chemistry, in this design research it is investigated whether, but especially also how, digital learning materials can be developed. The biggest advantage of digital material opposed to non-digital material is that students can be activated easily. The computer can respond directly to an answer of the student for a question (feedback). The computer can also give a hint how to solve the question. Different kinds of learning materials were designed: 1. material with which students independently can solve a quantitative problem 2. material with which students can acquire knowledge in an active and efficient manner, and 3. material with which students learn how to design experiments. From evaluations with students a positive appreciation of these materials was noticed. Furthermore, it can be concluded from this research that giving feedback, just-in-time information and visual information is of importance for the success of digital learning materials.
Evaluation of computer-based learning material for food chemistry education
Diederen, J. ; Gruppen, H. ; Hartog, R.J.M. ; Voragen, A.G.J. - \ 2005
CERP - Chemistry Education : Research and Practice 6 (2005)2. - ISSN 1109-4028 - p. 64 - 82.
Digital exercises were designed and developed for food chemistry education. During the design process, design requirements were described for such exercises. The exercises were evaluated in three case studies, firstly to determine whether the exercises satisfy the design requirements with respect to students¿ use and secondly to provide insight into the effect of the course structure and organisation on the value that the students attribute to the exercises. The results show that the exercises meet most of the design requirements. Students found the exercises clear and helpful, and most students confirmed that these exercises helped them in their preparations for their examinations. Despite this, participation in the programme was low when working on the exercises was not compulsory. The differences in evaluation results between the three studies can be explained by differences in the course structure and organisation
Design of activating digital learning material for food chemistry education
Diederen, J. ; Gruppen, H. ; Hartog, R.J.M. ; Moerland, G. ; Voragen, A.G.J. - \ 2003
CERP - Chemistry Education : Research and Practice 4 (2003)3. - ISSN 1109-4028 - p. 353 - 371.
Composition of thin films between emulsion droplets stabilized by protein, as measured in highly concentrated emulsions
Aken, G.A. van; Zoet, F.D. ; Diederen, J. - \ 2002
Colloids and Surfaces. B: Biointerfaces 26 (2002)3. - ISSN 0927-7765 - p. 269 - 279.
air-water-interface - rheology - coalescence - foams - tool
Oil-in-water emulsions stabilized by whey protein and ß-lactoglobulin are extremely stable to coalescence, provided a saturated adsorbed protein layer is present at the droplet surfaces. If this is the case, these emulsions can be concentrated to stable highly concentrated emulsions, in which the droplets are in continuous contact and separated by thin films. The water content in these highly concentrated emulsions could be lowered to such an extent that almost all of the protein in the emulsion was present in the adsorbed layers at both sides of the thin films separating the emulsion droplets. Therefore, these systems are convenient for determination of the composition and mechanical properties of adsorbed protein layers in thin films between emulsion droplets. At the lowest water content obtained by us, the mobility of water was strongly reduced as measured by NMR, suggesting that hardly any water was present in the Plateau borders and that most of the remaining water was held within the adsorbed protein layer in the thin film regions between the emulsion droplets. The amount of protein and water remaining in the highly concentrated emulsion corresponded well with compositions of adsorbed protein layers as described in the literature, suggesting that these thin films are composed of two layers of adsorbed protein