1
|
Zambrano R J, Kirschner F, Sweller J, Kirschner PA. Effect of task-based group experience on collaborative learning: Exploring the transaction activities. Br J Educ Psychol 2023; 93:879-902. [PMID: 37128656 DOI: 10.1111/bjep.12603] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Accepted: 04/09/2023] [Indexed: 05/03/2023]
Abstract
BACKGROUND Collaborative learning is a widely used approach where students gather in small groups to solve problems and develop skills. However, grouping students is not always effective, and it may be necessary to provide task-specific collaborative experiences to optimize their interactions for subsequent learning tasks. AIMS To test this hypothesis, we conducted an experiment with 90 Ecuadorian students in their mathematics class. SAMPLE Participants were 90 Ecuadorian students (average age = 13.80 years, SD = .70; 48.89% female) from a private school in Sangolquí, who participated as part of their mathematics class. METHOD The experiment consisted of four phases: preparation, learning, retention one-day testing, and delayed seven-day testing. In the preparation phase, 15 triads received guidance on working collaboratively with quadratic equations (i.e., experienced groups), while 45 other individual learners worked independently. In the learning phase, 15 experienced triads and 45 individual learners (who were later divided into 15 non-experienced triads) received a new learning task in the domain of economics, precisely the break-even point. RESULTS The experienced group outperformed the non-experienced group in the retention one-day test, investing less mental effort and demonstrating greater efficiency. However, there was no significant difference in the delayed one-week test. We analysed the interactions of the groups and found that experienced groups exhibited more cognitive, fewer regulatory, an equal number of emotional interactions, and fewer task-unrelated interactions than the non-experienced groups. CONCLUSIONS Providing task-specific collaborative experiences can reduce the cognitive load associated with transactional activities and increase learning in new tasks.
Collapse
Affiliation(s)
- Jimmy Zambrano R
- Open University of the Netherlands, Heerlen, The Netherlands
- Universidad Del Pacífico, Ecuador, Guayaquil, Ecuador
| | | | - John Sweller
- University of New South Wales, Sydney, New South Wales, Australia
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, The Netherlands
- Thomas More University of Applied Sciences, Antwerp, Belgium
| |
Collapse
|
2
|
van der Wurff ISM, von Schacky C, Bergeland T, Zeegers MP, Kirschner PA, de Groot RHM. Krill oil supplementation's effect on school grades in typically developing adolescents. Prostaglandins Leukot Essent Fatty Acids 2023; 191:102553. [PMID: 36878083 DOI: 10.1016/j.plefa.2023.102553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Revised: 02/03/2023] [Accepted: 02/23/2023] [Indexed: 03/02/2023]
Abstract
Long-chain polyunsaturated fatty acids (LCPUFA) are important for brain development and functioning and with that, possibly school performance. Several cross-sectional studies have shown significant positive associations between fish consumption, an important source of LCPUFA and school grades in adolescents. The effect of LCPUFA supplementation on school grades in adolescents has not been investigated yet. The goal of the current study was to investigate (I) the associations between the Omega-3 Index (O3I) at baseline and after 12 months respectively and school grades and (II) the effect of one year krill oil supplementation (source of LCPUFA) on school grades in adolescents with a low O3I at baseline. A double-blind randomised placebo-controlled trial with repeated measurements was executed. Participants received either 400 mg eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) per day for the first three months in Cohort 1 and the nine months thereafter 800 mg EPA + DHA per day, Cohort 2 started immediately with 800 mg EPA + DHA per day,or a placebo. The O3I was monitored with a finger prick at baseline, three, six and twelve months. Subject grades for English, Dutch and math were collected, a standardised mathematics test was executed at baseline and at 12 months. Data was analysed with (I) explorative linear regressions to investigate associations at baseline and follow-up and (II) mixed model analyses separately for each of the subject grades and the standardised mathematics test to investigate the effect of supplementation after 12 months. The krill oil group had a small significant increase in the mean O3I at all time points. However, very few participants achieved the intended target O3I range of 8-11%. At baseline a significant association between baseline O3I and English grade was show, additionally a trend for an association with Dutch grade was shown. After 12 months no significant associations were found. Additionally, there was no significant effect of krill oil supplementation on subject grades or standardised mathematics test score. In this study, no significant effect of krill oil supplementation on subject grades or standardised mathematics test performance was found. However, as many participants dropped out and/or were non-adherent, results should be interpreted with caution.
Collapse
Affiliation(s)
- Inge S M van der Wurff
- Health Psychology, Faculty of Psychology, Open Univerity of the Netherlands, 6419 AT Heerlen, the Netherlands.
| | - Clemens von Schacky
- Omegametrix, 82 152 Martinsried, Germany; Preventive Cardiology, Medical Clinic and Poli-Clinic I, Ludwig Maximilians-University Munich, 80336 Munich, Germany
| | - Trygve Bergeland
- former employee of Aker BioMarine Antarctic AS, NO-1327 Lysaker, Norway
| | - Maurice P Zeegers
- Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University,6200 MD Maastricht, the Netherlands; Care and Public Health Research Institute (School CAPHRI), Maastricht University, 6200 MD Maastricht, the Netherlands
| | - Paul A Kirschner
- Health Psychology, Faculty of Psychology, Open Univerity of the Netherlands, 6419 AT Heerlen, the Netherlands; Expertise Centre Effective Learning (ExCEL), Thomas More University of Applied Sciences, 2000 Antwerp, Belgium
| | - Renate H M de Groot
- Conditions for Lifelong Learning, Faculty of Educational Sciences, Open University of the Netherlands, 6419 AT Heerlen, the Netherlands
| |
Collapse
|
3
|
Neroni J, Meijs C, Kirschner PA, Xu KM, de Groot RHM. Academic self-efficacy, self-esteem, and grit in higher online education: Consistency of interests predicts academic success. Soc Psychol Educ 2022. [DOI: 10.1007/s11218-022-09696-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
Abstract
AbstractAcademic self-efficacy, self-esteem, and grit (i.e., perseverance of effort and consistency of interests) have all separately shown to predict academic success within traditional education. In higher online education, information on these relationships is lacking, while this group of learners is growing in size and importance. We therefore investigated the total as well as the unique predictive value of academic self-efficacy, self-esteem, and grit on academic success in higher online education. Moreover, mediation effects were investigated. Students of a higher online education university in the Netherlands participated (N = 2027, age 18–80 years) in this observational study. Participants filled out online questionnaires on the variables of interest and potential confounding variables at baseline. Academic success was measured objectively through information provided by the exam registration office and operationalized in three variables: exam attempt, study progress, and academic performance. Logistic regression analyses showed that consistency of interests significantly predicted exam attempt (B = .43, p < .001). Generalized multiple linear regression analyses with negative binomial distribution showed that consistency of interests was a significant predictor of study progress (B = .16, p < .001). Mixed model analyses revealed no significant predictors for academic performance (ps > .06). The fact that of our three predictors solely consistency of interests was found to be predictive for academic success indicates that online educational institutes should pay attention to consistency of interests of their students to improve the academic success rates.
Collapse
|
4
|
|
5
|
Meijs C, Gijselaers HJM, Xu KM, Kirschner PA, De Groot RHM. The Relation Between Cognitively Measured Executive Functions and Reported Self-Regulated Learning Strategy Use in Adult Online Distance Education. Front Psychol 2021; 12:641972. [PMID: 34017284 PMCID: PMC8129524 DOI: 10.3389/fpsyg.2021.641972] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 03/22/2021] [Indexed: 11/13/2022] Open
Abstract
While executive functions (EFs) and self-regulated learning (SRL) strategy use have been found to be related in several populations, this relationship has not been studied in adult online distance education (ODE). This is surprising as self-regulation, and thus using such strategies, is very important here. In this setting, we studied the relation between basic executive functions (i.e., working memory and shifting, measured with cognitive tests) and reported SRL-strategy use (i.e., management of time and effort, complex and simple cognitive strategy use, contacts with others, and academic thinking) within a correlational design with 889 adult online distance students. In this study, we performed regression analyses and took age and processing speed into consideration, as processing speed and EFs decrease with age, whereas self-regulation is reported to increase with age. Cognitively measured working memory was not related to reported SRL-strategy use in adult ODE students. Thus, even though the SRL-components within the strategies seem to elicit working memory, reported SRL-strategy use is not related to the functioning of this basic EF (measured with cognitive tests). This means that if SRL-strategy use needs to be increased in adult ODE students, training of working memory might not be an effective manner for achieving that goal. Better shifting and processing speed were related to less reported SRL-strategy use, which might suggest that SRL-strategies might be used to compensate for lower shifting (in academic thinking) and lower processing speed (in simple cognitive strategy use and contacts with others). With increasing age, the number of contacts with peers or teachers decreases. This latter finding might be of relevance during the pandemic since contacts with others is importance during lockdown.
Collapse
Affiliation(s)
- Celeste Meijs
- Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands
| | | | - Kate M Xu
- Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands
| | - Paul A Kirschner
- Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands.,Thomas More University of Applied Sciences, Mechelen, Belgium
| | - Renate H M De Groot
- Faculty of Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands.,Department of Complex Genetics, Faculty of Health, Medicine and Life Sciences, School for Nutrition, Toxicology and Metabolism (NUTRIM) Maastricht University, Maastricht, Netherlands
| |
Collapse
|
6
|
van der Wurff ISM, von Schacky C, Bergeland T, Leontjevas R, Zeegers MP, Kirschner PA, de Groot RHM. Effect of one year krill oil supplementation on depressive symptoms and self-esteem of Dutch adolescents: A randomized controlled trial. Prostaglandins Leukot Essent Fatty Acids 2020; 163:102208. [PMID: 33232912 DOI: 10.1016/j.plefa.2020.102208] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/20/2020] [Revised: 10/29/2020] [Accepted: 11/07/2020] [Indexed: 11/30/2022]
Abstract
INTRODUCTION Observational studies have shown a relationship between omega-3 long-chain polyunsaturated fatty acids (n-3 LCPUFA) and depression in adolescents. However, n-3 LCPUFA supplementation studies investigating the potential improvement in depressive feelings in adolescents from the general population are missing. METHODS A one-year double-blind, randomized, placebo controlled krill oil supplementation trial was conducted in two cohorts. Cohort I started with 400 mg eicosapentaenoic acid (EPA) and docosahexaenoic acid (DHA) or placebo, after three months this increased to 800 mg EPA and DHA per day, whilst cohort II started with this higher dose. Omega-3 Index (O3I) was monitored via finger-prick blood measurements. At baseline, six and 12 months participants completed the Centre for Epidemiologic Studies Depression Scale (CES-D) and the Rosenberg Self Esteem questionnaire (RSE). Adjusted mixed models were run with treatment allocation/O3I as predictor of CES-D and RSE scores. RESULTS Both intention-to-treat and assessing the change in O3I analyses did not show significant effects on CES-D or RSE scores. CONCLUSION There is no evidence for less depressive feelings, or higher self-esteem after one year of krill oil supplementation. However, due to a lack of adherence and drop-out issues, these results should be interpreted with caution.
Collapse
Affiliation(s)
- I S M van der Wurff
- Faculty of Educational Sciences, Open University of the Netherlands, the Netherlands, Heerlen 6419 AT, the Netherlands.
| | - C von Schacky
- Omegametrix, Martinsried 82 152, Germany; Preventive Cardiology, Medical Clinic and Poli-Clinic I, Ludwig Maximilians-University Munich, 80336 Munich, Germany
| | - T Bergeland
- Aker BioMarine Antarctic AS, Lysaker NO-1327, Norway (former)
| | - R Leontjevas
- Faculty of Psychology, Open University of the Netherlands, 6419 AT Heerlen, The Netherlands
| | - M P Zeegers
- Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University, 6200 MD Maastricht, The Netherlands; Care and Public Health Research Institute (School CAPHRI), Maastricht University, 6200 MD Maastricht, The Netherlands
| | - P A Kirschner
- Faculty of Educational Sciences, Open University of the Netherlands, the Netherlands, Heerlen 6419 AT, the Netherlands; Expertise Centre for Effective Learning, Thomas More University of Applied Sciences, Mechelen, Belgium; University of Oulu, Oulu, Finland
| | - R H M de Groot
- Faculty of Educational Sciences, Open University of the Netherlands, the Netherlands, Heerlen 6419 AT, the Netherlands; Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University, 6200 MD Maastricht, The Netherlands
| |
Collapse
|
7
|
Ince S, Hoadley C, Kirschner PA. Research workflow skills for education doctoral students and postdocs: A qualitative study. The Journal of Academic Librarianship 2020. [DOI: 10.1016/j.acalib.2020.102172] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
8
|
Surma T, Kirschner PA. Virtual special issue computers in human behavior technology enhanced distance learning should not forget how learning happens. Comput Human Behav 2020; 110:106390. [PMID: 32327879 PMCID: PMC7164858 DOI: 10.1016/j.chb.2020.106390] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Accepted: 04/15/2020] [Indexed: 12/04/2022]
Affiliation(s)
- Tim Surma
- Expertise Centre for Effective Learning, Thomas More University of Applied Sciences, Belgium
| | - Paul A. Kirschner
- Expertise Centre for Effective Learning, Thomas More University of Applied Sciences, Belgium
- Open University of The Netherlands, the Netherlands
- Corresponding author. Open University of The Netherlands, the Netherlands.
| |
Collapse
|
9
|
van der Wurff ISM, von Schacky C, Bergeland T, Leontjevas R, Zeegers MP, Kirschner PA, de Groot RHM. Correction to: Exploring the association between whole blood Omega-3 Index, DHA, EPA, DPA, AA and n-6 DPA, and depression and self-esteem in adolescents of lower general secondary education. Eur J Nutr 2020; 59:843. [PMID: 31925524 PMCID: PMC7058561 DOI: 10.1007/s00394-019-02175-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
The original version of this article unfortunately contained a mistake. Title was incorrect.
Collapse
Affiliation(s)
- I S M van der Wurff
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6419 AT, Heerlen, The Netherlands.
| | - C von Schacky
- Omegametrix, 82 152, Martinsried, Germany.,Preventive Cardiology, Medical Clinic and Poli-Clinic I, Ludwig Maximilians-University Munich, Munich, Germany
| | - T Bergeland
- Aker BioMarine Antarctic AS, 1327, Lysaker, Norway
| | - R Leontjevas
- Faculty of Psychology and Educational Sciences, Open University of the Netherlands, 6419 AT, Heerlen, The Netherlands
| | - M P Zeegers
- Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University, 6200 MD, Maastricht, The Netherlands.,Care and Public Health Research Institute (School CAPHRI), Maastricht University, 6200 MD, Maastricht, The Netherlands
| | - P A Kirschner
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6419 AT, Heerlen, The Netherlands.,University of Oulu, Oulu, Finland
| | - R H M de Groot
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6419 AT, Heerlen, The Netherlands.,Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University, 6200 MD, Maastricht, The Netherlands
| |
Collapse
|
10
|
Noroozi O, Alikhani I, Järvelä S, Kirschner PA, Juuso I, Seppänen T. Multimodal data to design visual learning analytics for understanding regulation of learning. Computers in Human Behavior 2019. [DOI: 10.1016/j.chb.2018.12.019] [Citation(s) in RCA: 41] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
11
|
van Iersel M, de Vos R, van Rijn M, Latour CHM, Kirschner PA, Scholte op Reimer WJM. Influencing nursing students' perceptions of community care with curriculum-redesign; a quasi-experimental cohort study. BMC Med Educ 2019; 19:299. [PMID: 31382949 PMCID: PMC6683447 DOI: 10.1186/s12909-019-1733-5] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/09/2019] [Accepted: 07/26/2019] [Indexed: 06/10/2023]
Abstract
BACKGROUND The shift in healthcare to extramural leads to more patients with complex health problems receiving nursing care at home. However, the interest of baccalaureate nursing students for community nursing is moderate, which contributes to widespread labour-market shortages. This study investigates the effect of a more 'community-care-oriented' curriculum on nursing students' perceptions of community care. METHODS A quasi-experimental quantitative survey study with a historic control group (n = 477; study cohorts graduating in 2015, 2016, and 2017; response rate 90%) and an intervention group (n = 170; graduating in 2018; response rate 93%) was performed in nursing students of a University of Applied Sciences in a large city in the Netherlands. The intervention group underwent a new curriculum containing extended elements of community care. The primary outcome was assessed with the Scale on Community Care Perceptions (SCOPE). The control and intervention group were compared on demographics, placement preferences and perceptions with a chi-square or T-test. Multiple regression was used to investigate the effect of the curriculum-redesign on nursing students' perceptions of community care. RESULTS The comparison between the control and intervention group on students' perceptions of community care shows no significant differences (mean 6.18 vs 6.21 [range 1-10], respectively), nor does the curriculum-redesign have a positive effect on students' perceptions F (1,635) = .021, p = .884, R2 = < .001. The comparison on placement preferences also shows no significant differences and confirms the hospital's popularity (72.7% vs 76.5%, respectively) while community care is less often preferred (9.2% vs 8.2%, respectively). The demographics 'working in community care' and 'belonging to a church/religious group' appear to be significant predictors of more positive perceptions of community care. CONCLUSIONS Graduating students who experienced a more 'community-care-oriented' curriculum did not more often prefer community care placement, nor did their perceptions of community care change. Apparently, four years of education and placement experiences have only little impact and students' perceptions are relatively static. It would be worth a try to conduct a large-scale approach in combination with a carefully thought out strategy, based on and tying in with the language and culture of younger people.
Collapse
Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
| | - Rien de Vos
- Centre of Evidence Based Education, Amsterdam UMC, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands
| | - Marjon van Rijn
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
- Department of Internal Medicine Section of Geriatric Medicine, Amsterdam UMC, Amsterdam, The Netherlands
| | - Corine H. M. Latour
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
| | - Paul A. Kirschner
- Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands
| | - Wilma J. M. Scholte op Reimer
- ACHIEVE - Centre of Applied Research Faculty of Health, Amsterdam University of Applied Sciences, Tafelbergweg 51, 1105 BD Amsterdam, The Netherlands
- Department of Cardiology, Amsterdam UMC, Meibergdreef 9, 1105 AZ Amsterdam, The Netherlands
| |
Collapse
|
12
|
Neroni J, Meijs C, Gijselaers HJ, Kirschner PA, de Groot RH. Learning strategies and academic performance in distance education. Learning and Individual Differences 2019. [DOI: 10.1016/j.lindif.2019.04.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
13
|
Gijselaers HJM, Kirschner PA, de Groot RHM. The Consumption of Breakfast, Fish and/or Caffeine does not Predict Study Progress in Adult Distance Education. INT J VITAM NUTR RES 2019; 88:1-9. [PMID: 31161895 DOI: 10.1024/0300-9831/a000278] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023]
Abstract
Consumption of breakfast, fish, or caffeine are each separately often investigated in relation to learning performance in traditional education, but not in distance education (DE). The objective of this study was to investigate whether the relations between the consumption of breakfast, fish, and/or caffeine on the one hand and learning performance on the other are also found in DE students. This population is different from traditional students and characterized by a different profile in terms of age, personal and work responsibilities as well as other demographics. In an observational longitudinal study, the consumption of breakfast, fish, and caffeine of 1157 DE students (18-76 years old, mean 35.8 ± 11.1 years) was used to predict learning performance using multiple regression analysis. In an online digital survey, university students provided information about their consumption of these nutritional measures and on important covariates. Learning performance, measured as study progress (i.e., the number of successfully completed modules), was evaluated objectively after 14 months. Results showed that adding the consumption of breakfast, fish, and caffeine to the covariate model did not fit the data better, χ2 (3, N = 1155) = 3.287, p = 0.35. This means that neither the consumption of breakfast nor fish nor caffeine predicted study progress in adults participating in DE. This study is important as it is the first to report on these relations in this specific age group and educational setting, which is increasingly important due to the increased preference for this type of education.
Collapse
Affiliation(s)
- Hieronymus J M Gijselaers
- 1 Welten Institute - Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, Netherlands
| | - Paul A Kirschner
- 1 Welten Institute - Research Centre for Learning, Teaching and Technology, Open University of the Netherlands, Heerlen, Netherlands.,2 Learning & Educational Technology Research Unit, University of Oulu, Finland
| | - Renate H M de Groot
- 3 Maastricht University, Department of Complex Genetics, School for Nutrition, Toxicology and Metabolism (NUTRIM)/Faculty of Health, Medicine and Life Sciences, Maastricht, Netherlands
| |
Collapse
|
14
|
Abstract
PurposeThis paper aims to review current literature pertaining to information literacy and digital literacy skills and practices within the research workflow for doctoral students and makes recommendations for how libraries (and others) can foster skill-sets for graduate student research workflows for the twenty-first century scholarly researcher.Design/methodology/approachA review of existing information literacy practices for doctoral students was conducted, and four key areas of knowledge were identified and discussed.FindingsThe findings validate the need for graduate students to have training in information literacy, information management, knowledge management and scholarly communication. It recommends empirical studies to be conducted to inform future practices for doctoral students.Practical implicationsThis paper offers four areas of training to be considered by librarians and faculty advisers to better prepare scholars for their future.Originality/valueThis paper presents a distinctive synthesis of the types of information literacy and digital literacy skills needed by graduate students.
Collapse
|
15
|
Frerejean J, Velthorst GJ, van Strien JL, Kirschner PA, Brand-Gruwel S. Embedded instruction to learn information problem solving: Effects of a whole task approach. Computers in Human Behavior 2019. [DOI: 10.1016/j.chb.2018.08.043] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
16
|
Wang M, Kirschner PA, Spector JM, Ge X. Computer-Based Learning Environments for Deeper Learning in Problem-Solving Contexts. Computers in Human Behavior 2018. [DOI: 10.1016/j.chb.2018.06.026] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
17
|
van Iersel M, Latour CHM, van Rijn M, de Vos R, Kirschner PA, Scholte Op Reimer WJM. Factors underlying perceptions of community care and other healthcare areas in first-year baccalaureate nursing students: A focus group study. Nurse Educ Today 2018; 66:57-62. [PMID: 29677579 DOI: 10.1016/j.nedt.2018.04.004] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/12/2017] [Revised: 03/09/2018] [Accepted: 04/09/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Despite the increasing labour market shortage of well-educated community nurses, few baccalaureate nursing students choose for a career in community care. Obtaining knowledge of how students perceive healthcare areas early in their education is important to take meaningful steps in counteracting any existing misconceptions with targeted curriculum redesign. OBJECTIVE Determination of factors underlying perceptions of healthcare areas in first-year baccalaureate nursing students. DESIGN A descriptive qualitative study using focus group inquiry. METHODS This study follows up on a large-sample quantitative multicentre survey study. Fourteen first-year nursing students at a university of applied sciences in the Netherlands participated in focus group discussions in October 2014. Transcripts of the discussions were coded by two independent researchers at three levels - open, axial and selective coding - on the basis of two templates. The codes were sorted into categories and assigned to suitable main codes in the templates. The number of sub-codes per category and code were added together. RESULTS Eight main themes were formulated, to wit (1) variety and diversity, (2) challenges, (3) improving people's health, (4) collaboration, (5) role models, (6) patient- or environment-based perceptions, (7) self-efficacy and (8) immediate vicinity. Data suggest that first-year students have clear ideas about the characteristics which they consider important in professional practice. Their perceptions do not necessarily reflect the actual situation, as they expect the hospital to possess all desired characteristics while community nursing seems to be undervalued. CONCLUSION To remedy students' misperceptions, four recommendations are formulated for curriculum redesign strategies deriving from the eight themes. These recommendations are based on collaboration between school and care organisations as well as on themes related to in-depth knowledge within the educational programme. The interventions will potentially help to strengthen the focus on community care, which will foster a more optimistic and realistic career outlook on this field.
Collapse
Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Corine H M Latour
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Marjon van Rijn
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands; Department of Internal Medicine, Section of Geriatric Medicine, Academic Medical Centre, Amsterdam, The Netherlands.
| | - Rien de Vos
- Centre of Evidence Based Education, Academic Medical Centre, Amsterdam, The Netherlands.
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, The Netherlands; University of Oulu, Oulu, Finland.
| | - Wilma J M Scholte Op Reimer
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands; Department of Cardiology, Academic Medical Centre, Amsterdam, The Netherlands.
| |
Collapse
|
18
|
van Iersel M, de Vos R, Latour C, Kirschner PA, Scholte Op Reimer W. The Scale on COmmunity care PErceptions (SCOPE) for nursing students: A development and psychometric validation study. Nurse Educ Pract 2018; 31:61-67. [PMID: 29775969 DOI: 10.1016/j.nepr.2018.05.002] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2017] [Accepted: 05/08/2018] [Indexed: 10/16/2022]
Abstract
The aim of this study was to develop a valid instrument to measure student nurses' perceptions of community care (SCOPE). DeVellis' staged model for instrument development and validation was used. Scale construction of SCOPE was based on existing literature. Evaluation of its psychometric properties included exploratory factor analysis and reliability analysis. After pilot-testing, 1062 bachelor nursing students from six institutions in the Netherlands (response rate 81%) took part in the study. SCOPE is a 35-item scale containing: background variables, 11 measuring the affective component, 5 measuring community care perception as a placement, 17 as a future profession, and 2 on the reasons underlying student preference. Principal axis factoring yielded two factors in the affective component scale reflecting 'enjoyment' and 'utility', two in the placement scale reflecting 'learning possibilities' and 'personal satisfaction', and four in the profession scale: 'professional development', 'collaboration', 'caregiving', and 'complexity and workload'. Cronbach's α of the complete scale was 0.892 and of the subscales 0.862, 0.696, and 0.810 respectively. SCOPE is a psychometrically sound instrument for measuring students' perceptions of community care. By determining these perceptions, it becomes possible to positively influence them with targeted curriculum redesign, eventually contributing to decreasing the workforce shortage in community nursing.
Collapse
Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands.
| | - Rien de Vos
- Centre of Evidence Based Education, Academic Medical Centre, Amsterdam, the Netherlands
| | - Corine Latour
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, the Netherlands; University of Oulu, Oulu, Finland
| | - Wilma Scholte Op Reimer
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, the Netherlands; Department of Cardiology, Academic Medical Centre, Amsterdam, the Netherlands
| |
Collapse
|
19
|
Kirschner PA, Sweller J, Kirschner F, Zambrano R. J. From Cognitive Load Theory to Collaborative Cognitive Load Theory. Int J Comput Support Collab Learn 2018; 13:213-233. [PMID: 30996713 PMCID: PMC6435105 DOI: 10.1007/s11412-018-9277-y] [Citation(s) in RCA: 27] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2017] [Accepted: 04/16/2018] [Indexed: 06/01/2023]
Abstract
Cognitive load theory has traditionally been associated with individual learning. Based on evolutionary educational psychology and our knowledge of human cognition, particularly the relations between working memory and long-term memory, the theory has been used to generate a variety of instructional effects. Though these instructional effects also influence the efficiency and effectiveness of collaborative learning, be it computer supported or face-to-face, they are often not considered either when designing collaborative learning situations/environments or researching collaborative learning. One reason for this omission is that cognitive load theory has only sporadically concerned itself with certain particulars of collaborative learning such as the concept of a collective working memory when collaborating along with issues associated with transactive activities and their concomitant costs which are inherent to collaboration. We illustrate how and why cognitive load theory, by adding these concepts, can throw light on collaborative learning and generate principles specific to the design and study of collaborative learning.
Collapse
Affiliation(s)
- Paul A. Kirschner
- Open University of the Netherlands, Valkenburgerweg 177, 6419AT Heerlen, The Netherlands
- University of Oulu, Oulu, Finland
| | - John Sweller
- University of New South Wales, Sydney, Australia
| | | | - Jimmy Zambrano R.
- Universidad de Los Hemisferios, Quito, Ecuador
- Instituto Tecnológico Superior Rumiñahui, Sangolquí, Pichincha Ecuador
| |
Collapse
|
20
|
van der Wurff ISM, von Schacky C, Bergeland T, Leontjevas R, Zeegers MP, Kirschner PA, de Groot RHM. Exploring the association between whole blood Omega-3 Index, DHA, EPA, DHA, AA and n-6 DPA, and depression and self-esteem in adolescents of lower general secondary education. Eur J Nutr 2018; 58:1429-1439. [PMID: 29549496 PMCID: PMC6561989 DOI: 10.1007/s00394-018-1667-4] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/03/2017] [Accepted: 03/14/2018] [Indexed: 12/20/2022]
Abstract
Purpose Depression is common in adolescents and long-chain polyunsaturated fatty acids (LCPUFA) are suggested to be associated with depression. However, research in adolescents is limited. Furthermore, self-esteem has never been studied in relation to LCPUFA. The objective here was to determine associations of depression and self-esteem with eicosapentaenoic acid (EPA), docosahexaenoic acid (DHA), Omega-3 Index (O3I), n-6 docosapentaenoic acid (n-6 DPA, also called Osbond acid, ObA), n-3 docosapentaenoic acid (DPA), and arachidonic acid (AA) concentrations in blood of adolescents attending lower general secondary education (LGSE). Methods Baseline cross-sectional data from a krill oil supplementation trial in adolescents attending LGSE with an O3I ≤ 5% were analysed using regression models built with the BayesFactor package in R. Fatty acids and O3I were determined in blood. Participants filled out the Centre for Epidemiologic Studies Depression (CES-D) scale and the Rosenberg Self-Esteem scale (RSE). Results Scores indicative of depression (CES-D ≥ 16) were found in 29.4% of the respondents. Of all fatty acids, we found extreme evidence [Bayes factor (BF) > 100] for a weak negative association between ObA and depression score [− 0.16; 95% credible interval (CI) − 0.28 to − 0.04; BF10 = 245], and substantial evidence for a weak positive association between ObA and self-esteem score (0.09; 95% CI, − 0.03 to 0.20; BF10 = 4). When all fatty acids were put in one model as predictors of CES-D or RSE, all of the 95% CI contained 0, i.e., no significant association. Conclusion No evidence was found for associations of DHA, EPA and O3I with depression or self-esteem scores in LGSE adolescents with O3I ≤ 5%. The associations of higher ObA status with lower depression and higher self-esteem scores warrant more research.
Collapse
Affiliation(s)
- I S M van der Wurff
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6419 AT, Heerlen, The Netherlands.
| | - C von Schacky
- Omegametrix, 82 152, Martinsried, Germany.,Preventive Cardiology, Medical Clinic and Poli-Clinic I, Ludwig Maximilians-University Munich, Munich, Germany
| | - T Bergeland
- Aker BioMarine Antarctic AS, 1327, Lysaker, Norway
| | - R Leontjevas
- Faculty of Psychology and Educational Sciences, Open University of the Netherlands, 6419 AT, Heerlen, The Netherlands
| | - M P Zeegers
- Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University, 6200 MD, Maastricht, The Netherlands.,Care and Public Health Research Institute (School CAPHRI), Maastricht University, 6200 MD, Maastricht, The Netherlands
| | - P A Kirschner
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6419 AT, Heerlen, The Netherlands.,University of Oulu, Oulu, Finland
| | - R H M de Groot
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Valkenburgerweg 177, P.O. Box 2960, 6419 AT, Heerlen, The Netherlands.,Nutrition and Translational Research in Metabolism (School NUTRIM), Maastricht University, 6200 MD, Maastricht, The Netherlands
| |
Collapse
|
21
|
van Iersel M, Latour CHM, de Vos R, Kirschner PA, Scholte Op Reimer WJM. Perceptions of community care and placement preferences in first-year nursing students: A multicentre, cross-sectional study. Nurse Educ Today 2018; 60:92-97. [PMID: 29065320 DOI: 10.1016/j.nedt.2017.09.016] [Citation(s) in RCA: 32] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/19/2017] [Revised: 07/05/2017] [Accepted: 09/26/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Despite increasing shortages of highly educated community nurses, far too few nursing students choose community care. This means that a strong societal problem is emerging that desperately needs resolution. OBJECTIVES To acquire a solid understanding of the causes for the low popularity of community care by exploring first-year baccalaureate nursing students' perceptions of community care, their placement preferences, and the assumptions underlying these preferences. DESIGN A quantitative cross-sectional design. SETTINGS Six universities of applied sciences in the Netherlands. PARTICIPANTS Nursing students in the first semester of their 4-year programme (n=1058). METHODS Data were collected in September-December 2014. The students completed the 'Scale on Community Care Perceptions' (SCOPE), consisting of demographic data and three subscales measuring the affective component of community care perception, perceptions of a placement and a profession in community care, and students' current placement preferences. Descriptive statistics were used. RESULTS For a practice placement, 71.2% of first-year students prefer the general hospital and 5.4% community care, whereas 23.4% opt for another healthcare area. Students consider opportunities for advancement and enjoyable relationships with patients as most important for choosing a placement. Community care is perceived as a 'low-status-field' with many elderly patients, where students expect to find little variety in caregiving and few opportunities for advancement. Students' perceptions of the field are at odds with things they believe to be important for their placement. CONCLUSION Due to misconceptions, students perceive community care as offering them few challenges. Strategies to positively influence students' perceptions of community nursing are urgently required to halt the dissonance between students' preference for the hospital and society's need for highly educated community nurses.
Collapse
Affiliation(s)
- Margriet van Iersel
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Corine H M Latour
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands.
| | - Rien de Vos
- Centre of Evidence Based Education, Academic Medical Centre, Amsterdam, The Netherlands.
| | - Paul A Kirschner
- Open University of the Netherlands, Heerlen, The Netherlands; University of Oulu, Oulu, Finland.
| | - Wilma J M Scholte Op Reimer
- ACHIEVE - Centre of Applied Research, Faculty of Health, Amsterdam University of Applied Sciences, Amsterdam, The Netherlands; Department of Cardiology, Academic Medical Centre, Amsterdam, The Netherlands.
| |
Collapse
|
22
|
Greiff S, Scherer R, Kirschner PA. Some critical reflections on the special issue: Current innovations in computer-based assessments. Computers in Human Behavior 2017. [DOI: 10.1016/j.chb.2017.08.019] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
23
|
Scherer R, Greiff S, Kirschner PA. Editorial to the special issue: Current innovations in computer-based assessments. Computers in Human Behavior 2017. [DOI: 10.1016/j.chb.2017.08.020] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
24
|
Stoyanov S, Jablokow K, Rosas SR, Wopereis IGJH, Kirschner PA. Concept mapping-An effective method for identifying diversity and congruity in cognitive style. Eval Program Plann 2017; 60:238-244. [PMID: 27596121 DOI: 10.1016/j.evalprogplan.2016.08.015] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/07/2016] [Accepted: 08/22/2016] [Indexed: 06/06/2023]
Abstract
This paper investigates the effects of cognitive style for decision making on the behaviour of participants in different phases of the group concept mapping process (GCM). It is argued that cognitive style should be included directly in the coordination of the GCM process and not simply considered as yet another demographic variable. The cognitive styles were identified using the Kirton Adaption-Innovation Inventory, which locates each person's style on a continuum ranging from very adaptive to very innovative. Cognitive style could explain diversity in the participants' behaviour in different phases of the GCM process. At the same time, the concept map as a group's common cognitive construct can consolidate individual differences and serves as a tool for managing diversity in groups of participants. Some of the results were that: (a) the more adaptive participants generated ideas that fit to a particular, well-established and consensually agreed paradigm, frame of reference, theory or practice; (b) the more innovative participants produced ideas that were more general in scope and required changing a settled structure (paradigm, frame of reference, theory or practice); and (c) the empirical comparison of the map configurations through Procrustes analysis indicated a strong dissimilarity between cognitive styles.
Collapse
Affiliation(s)
- Slavi Stoyanov
- Open University of the Netherlands, 177, Valkenburgerweg, 6401 DL, Heerlen, The Netherlands.
| | - Kathryn Jablokow
- Pennsylvania State University, Penn State Great Valley, 30 E. Swedesford Rd., Malvern, PA 19355, USA.
| | - Scott R Rosas
- Concept System, Inc., 136 East State Street, Ithaca, NY 14850, USA.
| | - Iwan G J H Wopereis
- Open University of the Netherlands, 177, Valkenburgerweg, 6401 DL, Heerlen, The Netherlands.
| | - Paul A Kirschner
- Open University of the Netherlands, 177, Valkenburgerweg, 6401 DL, Heerlen, The Netherlands.
| |
Collapse
|
25
|
van Iersel M, Latour CH, de Vos R, Kirschner PA, Scholte op Reimer WJ. Nursing students’ perceptions of community care and other areas of nursing practice – A review of the literature. Int J Nurs Stud 2016; 61:1-19. [DOI: 10.1016/j.ijnurstu.2016.05.011] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2015] [Revised: 05/16/2016] [Accepted: 05/17/2016] [Indexed: 10/21/2022]
|
26
|
Frerejean J, van Strien JL, Kirschner PA, Brand-Gruwel S. Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Computers in Human Behavior 2016. [DOI: 10.1016/j.chb.2016.03.048] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
27
|
Van den Bossche P, Gijselaers WH, Segers M, Kirschner PA. Social and Cognitive Factors Driving Teamwork in Collaborative Learning Environments. Small Group Research 2016. [DOI: 10.1177/1046496406292938] [Citation(s) in RCA: 432] [Impact Index Per Article: 54.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
A team is more than a group of people in the same space, physical or virtual. In recent years, increasing attention has been devoted to the social bases of cognition, taking into consideration how social processes in groups and teams affect performance. This article investigates when and how teams in collaborative learning environments engage in building and maintaining mutually shared cognition, leading to increased perceived performance. In doing so, this research looks for discourse practices managing the co-construction of mutually shared cognition and reveals conditions in the interpersonal context that contribute to engagement in these knowledge-building practices. A comprehensive theoretical framework was developed and tested. The constructs in the model were measured with the Team Learning Beliefs & Behaviors Questionnaire and analyzed using regression and path analysis methodology. Results showed that both interpersonal and sociocognitive processes have to be taken into account to understand the formation of mutually shared cognition, resulting in higher perceived team performance.
Collapse
|
28
|
van der Wurff ISM, von Schacky C, Berge K, Kirschner PA, de Groot RHM. A protocol for a randomised controlled trial investigating the effect of increasing Omega-3 index with krill oil supplementation on learning, cognition, behaviour and visual processing in typically developing adolescents. BMJ Open 2016; 6:e011790. [PMID: 27401364 PMCID: PMC4947785 DOI: 10.1136/bmjopen-2016-011790] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/24/2023] Open
Abstract
INTRODUCTION The influence of n-3 long-chain polyunsaturated fatty acids (LCPUFA) supplementation on brain functioning is debated. Some studies have found positive effects on cognition in children with learning difficulties, elderly people with cognitive impairment and depression scores in depressed individuals. Other studies have found null or negative effects. Observational studies in adolescents have found positive associations between fish consumption (containing n-3 LCPUFAs) and academic achievement. However, intervention studies in typically developing adolescents are missing. OBJECTIVE The goal of this study is to determine the influence of increasing Omega-3 Index on cognitive functioning, academic achievement and mental well-being of typically developing adolescents. METHODS AND DATA ANALYSIS Double-blind, randomised, placebo controlled intervention; 264 adolescents (age 13-15 years) attending lower general secondary education started daily supplementation of 400 mg eicosapentaenoic acid and docosahexaenoic acid (EPA+DHA) in cohort I (n=130) and 800 mg EPA+DHA in cohort II (n=134) or a placebo for 52 weeks. Recruitment took place according to a low Omega-3 Index (<5%). The Omega-3 Index was monitored via a finger prick at baseline and after 3, 6 and 12 months. The supplement dose was adjusted after 3 months (placebo analogously) to reach an Omega-3 Index of 8-11%. At baseline, 6 and 12 months, a neuropsychological test battery, a number of questionnaires and a standardised math test (baseline and 12 months) were administered. School grades were collected. In a subsample, sleep quality and quantity data (n=64) and/or eye-tracking data (n=33) were collected. ETHICS AND DISSEMINATION Food2Learn is performed according to Good Clinical Practice. All data collected are linked to participant number only. The results will be disseminated on group level to participants and schools. The results will be presented at conferences and published in peer-reviewed journals. The study is approved by the Medical Ethical Committee of Atrium-Orbis-Zuyd Hospital and is registered at the Netherlands Trial Register (NTR4082). TRIAL REGISTRATION NUMBERS NTR4082 and NCT02240264; Pre-results.
Collapse
Affiliation(s)
- I S M van der Wurff
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, The Netherlands
| | - C von Schacky
- Omegametrix, Martinsried, Germany Preventive Cardiology, Medical Clinic and Poli-Clinic I, Ludwig Maximilians-University Munich, Munich, Germany
| | - K Berge
- Aker BioMarine Antarctic AS, Lysaker, Norway
| | - P A Kirschner
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, The Netherlands
| | - R H M de Groot
- Welten Institute, Research Centre for Learning, Teaching, and Technology, Open University of the Netherlands, Heerlen, The Netherlands NUTRIM School of Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands
| |
Collapse
|
29
|
Gijselaers HJ, Kirschner PA, Verboon P, de Groot RH. Sedentary behavior and not physical activity predicts study progress in distance education. Learning and Individual Differences 2016. [DOI: 10.1016/j.lindif.2016.06.021] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
|
30
|
Gijselaers HJM, Elena B, Kirschner PA, de Groot RHM. Physical Activity, Sleep, and Nutrition Do Not Predict Cognitive Performance in Young and Middle-Aged Adults. Front Psychol 2016; 7:642. [PMID: 27199867 PMCID: PMC4854020 DOI: 10.3389/fpsyg.2016.00642] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2015] [Accepted: 04/18/2016] [Indexed: 11/23/2022] Open
Abstract
Biological lifestyle factors (BLFs) such as physical activity, sleep, and nutrition play a role in cognitive functioning. Research concerning the relation between BLFs and cognitive performance is scarce however, especially in young and middle-aged adults. Research has not yet focused on a multidisciplinary approach with respect to this relation in the abovementioned population, where lifestyle habits are more stable. The aim of this study was to examine the contribution of these BLFs to cognitive performance. Path analysis was conducted in an observational study in which 1131 adults were analyzed using a cross-validation approach. Participants provided information on physical activity, sedentary behavior, chronotype, sleep duration, sleep quality, and the consumption of breakfast, fish, and caffeine via a survey. Their cognitive performance was measured using objective digital cognitive tests. Exploration yielded a predictive cohesive model that fitted the data properly, χ2/df = 0.8, CFI = 1.00, RMSEA < 0.001, SRMR = 0.016. Validation of the developed model indicated that the model fitted the data satisfactorily, χ2/df = 2.75, CFI = 0.95, RMSEA < 0.056, SRMR = 0.035. None of the variables within the BLFs were predictive for any of the cognitive performance measures, except for sedentary behavior. Although sedentary behavior was positively predictive for processing speed its contribution was small and unclear. The results indicate that the variables within the BLFs do not predict cognitive performance in young and middle-aged adults.
Collapse
Affiliation(s)
- Hieronymus J M Gijselaers
- Faculty of Psychology and Educational Sciences, Welten Institute-Research Centre for Learning, Teaching and Technology, Open University of the Netherlands Heerlen, Netherlands
| | - Barberà Elena
- eLearn Center, Universitat Oberta de Catalunya Barcelona, Spain
| | - Paul A Kirschner
- Faculty of Psychology and Educational Sciences, Welten Institute-Research Centre for Learning, Teaching and Technology, Open University of the Netherlands Heerlen, Netherlands
| | - Renate H M de Groot
- Faculty of Psychology and Educational Sciences, Welten Institute-Research Centre for Learning, Teaching and Technology, Open University of the NetherlandsHeerlen, Netherlands; Department of Complex Genetics, Faculty of Health, Medicine and Life Sciences, School for Nutrition, Toxicology and Metabolism, Maastricht UniversityMaastricht, Netherlands
| |
Collapse
|
31
|
van der Wurff ISM, Bakker EC, Hornstra G, Kirschner PA, Gielen M, Godschalk RWL, Kremers S, Zeegers MP, de Groot RHM. Association between prenatal and current exposure to selected LCPUFAs and school performance at age 7. Prostaglandins Leukot Essent Fatty Acids 2016; 108:22-9. [PMID: 27154361 DOI: 10.1016/j.plefa.2016.03.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/28/2015] [Revised: 03/04/2016] [Accepted: 03/04/2016] [Indexed: 01/25/2023]
Abstract
INTRODUCTION Long-chain polyunsaturated fatty acids (LCPUFAs) are important for brain functioning and might, thus, influence cognition and school performance. However, research investigating LCPUFAs relationships with school performance is limited. The objective of this study was to determine the association between levels of the LCPUFAs docosahexaenoic acid (DHA), arachidonic acid (AA), eicosapentaenoic acid (EPA) and n-6 docosapentaenoic acid (Osbond acid, ObA) at study entry, 22 weeks of pregnancy, 32 weeks of pregnancy, at partus, in umbilical cord plasma and child's plasma at age 7 and school performance scores at age 7. METHODS Data from the Maastricht Essential Fatty Acid Birth cohort (MEFAB) were used for this study. Fatty acid levels of plasma phospholipids were measured in maternal blood plasma at study entry, 22 weeks of pregnancy, 32 weeks of pregnancy and partus. Childs fatty acid levels of plasma phospholipids were measured a in umbilical cord blood plasma, and in blood plasma of the child at age 7. Scores on national standardised tests for spelling, reading and arithmetic at age 7 were obtained via the school (scores were available for 149, 159 and 155 children, respectively). Associations between LCPUFA levels and school performance scores were analysed with categorical regression analyses with correction for covariates (smoking, maternal education, sex, breastfeeding, maternal intelligence, birth weight and BMI at age 7). RESULTS Significant (p<0.001) associations between DHA level at age 7 and both reading (β=0.158) and spelling (β=0.146) were found. Consistent significant negative associations were observed between all maternal DHA plasma levels and arithmetic scores at age 7 (all p<0.001, all β<-0.019). Additional significant negative associations were observed between maternal LCPUFA plasma levels at study entry and both reading and spelling scores at age 7; these associations were less consistent. CONCLUSION Plasma DHA levels at age 7 were positively associated with reading and spelling scores at age 7. Consistent significant negative associations between maternal plasma DHA levels and arithmetic scores of the child at age 7 were found. Although this is an observational study, which cannot proof causality, the consistent negative associations observed between maternal plasma DHA levels and the arithmetic scores of the children at age 7 calls upon prudence when considering DHA supplementation during pregnancy.
Collapse
Affiliation(s)
- I S M van der Wurff
- Faculty of Psychology and Educational Sciences, Welten Institute, Open University of the Netherlands, Heerlen, The Netherlands.
| | - E C Bakker
- Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands
| | - G Hornstra
- Maastricht University (retired) and Nutrisearch, Gronsveld, The Netherlands
| | - P A Kirschner
- Faculty of Psychology and Educational Sciences, Welten Institute, Open University of the Netherlands, Heerlen, The Netherlands
| | - M Gielen
- NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands
| | - R W L Godschalk
- NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands
| | - S Kremers
- NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands
| | - M P Zeegers
- NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands; CAPHRI School for Public Health and Primary Care Maastricht University, Maastricht, The Netherlands
| | - R H M de Groot
- Faculty of Psychology and Educational Sciences, Welten Institute, Open University of the Netherlands, Heerlen, The Netherlands; NUTRIM School for Nutrition and Translational Research in Metabolism, Maastricht University, Maastricht, The Netherlands
| |
Collapse
|
32
|
Van Dijk ML, Savelberg HHCM, Verboon P, Kirschner PA, De Groot RHM. Decline in physical activity during adolescence is not associated with changes in mental health. BMC Public Health 2016; 16:300. [PMID: 27056368 PMCID: PMC4825085 DOI: 10.1186/s12889-016-2983-3] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2015] [Accepted: 03/24/2016] [Indexed: 11/25/2022] Open
Abstract
Background The majority of studies investigating associations between physical activity and mental health in adolescents have been cross-sectional in design. Potential associations between physical activity and mental health may be better examined longitudinally as physical activity levels tend to decrease in adolescence. Few studies have investigated these associations longitudinally in adolescents and none by measuring physical activity objectively. Methods A total of 158 Dutch adolescents (mean age 13.6 years, 38.6 % boys, grades 7 and 9 at baseline) participated in this longitudinal study. Physical activity, depressive symptoms and self-esteem were measured at baseline and at the 1-year follow-up. Physical activity was objectively measured with an ActivPAL3™ accelerometer during one full week. Depressive symptoms were measured with the Center for Epidemiologic Studies Depression Scale (CES-D) and self-esteem was assessed with the Rosenberg Self-Esteem Scale (RSE). Results were analysed using structural equation modelling. Results Physical activity levels decreased 15.3 % over a 1-year period (p < .001), with significantly (p = .001) greater decreases during grade 7 (-20.7 %) than during grade 9 (-5.0 %). Overall, depressive symptoms decreased (-12.1 %, p < .001) over a 1-year period, while self-esteem did not change significantly (+2.9 %, p = .066). Higher levels of depressive symptoms at baseline predicted a greater decline in depressive symptoms (β = -.51, p < .001) and higher levels of self-esteem at baseline predicted a smaller increase in self-esteem (β = -.48, p < .001). The decline in physical activity did not appear to predict any change in depressive symptoms and self-esteem. Conclusion The decline in physical activity over a 1-year period during adolescence is not associated with a change in mental health. Further studies in adolescents aiming to investigate whether a change in physical activity is associated with a change in mental health should control for baseline levels of mental health and academic year differences.
Collapse
Affiliation(s)
- Martin L Van Dijk
- Welten Institute, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands. .,Fontys Sporthogeschool, School of Sport Studies, Fontys University of Applied Sciences, Eindhoven, The Netherlands.
| | - Hans H C M Savelberg
- Department of Human Movement Sciences, NUTRIM (School for Nutrition and Translational Metabolic Research), Maastricht University, Maastricht, The Netherlands
| | - Peter Verboon
- Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands
| | - Paul A Kirschner
- Welten Institute, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands
| | - Renate H M De Groot
- Welten Institute, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, Netherlands.,Department of Epidemiology & Complex Genetics, NUTRIM (School for Nutrition and Translational Metabolic Research), Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands
| |
Collapse
|
33
|
|
34
|
Gijselaers HJ, Kirschner PA, de Groot RH. Chronotype, sleep quality and sleep duration in adult distance education: Not related to study progress. Learning and Individual Differences 2015. [DOI: 10.1016/j.lindif.2015.10.002] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
|
35
|
Abstract
This study explored the relationship between individual self-regulated learning (SRL), socially shared regulation of learning (SSRL), and group performance plus the effect of an intervention promoting SSRL. We hypothesized that SRL would influence SSRL and group performance as groups with high SRL students will be better regulated and that the intervention would promote SSRL over time. The results revealed a significant relationship between SRL and SSRL, but no significant effects of the intervention on group performance. The limitations of the intervention are discussed and form the basis for future design of environments to promote SSRL. The main conclusion is that SRL is an important predictor of SSRL and should be considered when designing small group activities and their environments.
Collapse
Affiliation(s)
- Ernesto Panadero
- University of Oulu, Finland
- Universidad Autónoma de Madrid, Spain
| | - Paul A. Kirschner
- University of Oulu, Finland
- Open University of the Netherlands, Heerlen, The Netherlands
| | | | | | | |
Collapse
|
36
|
Walhout J, Brand-Gruwel S, Jarodzka H, van Dijk M, de Groot R, Kirschner PA. Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud? Computers in Human Behavior 2015. [DOI: 10.1016/j.chb.2015.01.025] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
37
|
Reed HC, Stevenson C, Broens-Paffen M, Kirschner PA, Jolles J. Third graders’ verbal reports of multiplication strategy use: How valid are they? Learning and Individual Differences 2015. [DOI: 10.1016/j.lindif.2014.11.010] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
38
|
Van Dijk ML, De Groot RH, Savelberg HH, Van Acker F, Kirschner PA. The association between objectively measured physical activity and academic achievement in Dutch adolescents: findings from the GOALS study. J Sport Exerc Psychol 2014; 36:460-473. [PMID: 25356610 DOI: 10.1123/jsep.2014-0014] [Citation(s) in RCA: 27] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/04/2023]
Abstract
The main goal of this study was to investigate the association between objectively measured physical activity and academic achievement in adolescents. Students in Grades 7 and 9 (N = 255) were included. Overall, we found no significant dose-response association between physical activity and academic achievement. However, in Grade 7 total physical activity volume (Total PA) was negatively associated with academic achievement, while moderate-to-vigorous intensity physical activity (MVPA) was negatively associated with both academic achievement and mathematics performance. In contrast, in Grade 9 both Total PA and MVPA were positively associated with mathematics performance. In addition, the overall association between MVPA and academic achievement followed an inverted U-shaped curve. Finally, Total PA was positively associated with executive functioning, while executive functioning in turn mediated the associations between Total PA and both academic achievement and mathematics performance. These results indicate that the association between physical activity and academic achievement in adolescents is complex and might be affected by academic year, physical activity volume and intensity, and school grade.
Collapse
Affiliation(s)
- Martin L Van Dijk
- Welten Institute, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Heerlen, The Netherlands
| | | | | | | | | |
Collapse
|
39
|
Van Dijk ML, De Groot RHM, Van Acker F, Savelberg HHCM, Kirschner PA. Active commuting to school, cognitive performance, and academic achievement: an observational study in Dutch adolescents using accelerometers. BMC Public Health 2014; 14:799. [PMID: 25096713 PMCID: PMC4129118 DOI: 10.1186/1471-2458-14-799] [Citation(s) in RCA: 29] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2014] [Accepted: 07/17/2014] [Indexed: 11/12/2022] Open
Abstract
Background The current study examined the associations between active commuting to school, cognitive performance, and academic achievement in Dutch adolescents. In addition, it was explored whether these associations were moderated by sex and mediated by depressive symptoms. Methods Students in grades 7 and 9 (N = 270; mean age 13.4 years; 53% boys) were included. Active commuting to school was measured objectively by an ActivPAL3™ accelerometer. Cognitive performance was measured by the d2 Test of attention (key components of executive functioning) and the Symbol Digit Modalities Test (information-processing speed). Academic achievement was determined by the mean of the school grades obtained in Dutch, mathematics and English. Depressive symptoms were self-reported. Results Active commuting to school constituted 28% of the total amount of time spent moving per week. Active commuting to school was not significantly associated with cognitive performance and academic achievement, overall. However, active commuting to school was positively associated with performance on the d2 Test of attention in girls (β = .17, p = .037), but not in boys (β = −.03, p = .660). The associations were not mediated by depressive symptoms. Conclusions The associations between active commuting to school and cognitive performance and academic achievement are weak and might be moderated by sex, while the greatest benefits on cognition due to active commuting to school might be with regard to executive functioning. Future studies might make use of experimental designs, because causal relations between active commuting to school and cognitive performance or academic achievement would provide important implications for both education and public health.
Collapse
Affiliation(s)
- Martin L Van Dijk
- Welten Institute, Faculty of Psychology and Educational Sciences, Open University of the Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, the Netherlands.
| | | | | | | | | |
Collapse
|
40
|
Wopereis IGJH, Stoyanov S, Kirschner PA, Van Merriënboer JJG. What makes a good musical improviser? An expert view on improvisational expertise. ACTA ACUST UNITED AC 2013. [DOI: 10.1037/pmu0000021] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
|
41
|
Taminiau EM, Kester L, Corbalan G, Alessi SM, Moxnes E, Gijselaers WH, Kirschner PA, Van Merriënboer JJ. Why advice on task selection may hamper learning in on-demand education. Computers in Human Behavior 2013. [DOI: 10.1016/j.chb.2012.07.028] [Citation(s) in RCA: 9] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
|
42
|
Slof B, Erkens G, Kirschner PA. The effects of constructing domain-specific representations on coordination processes and learning in a CSCL-environment. Computers in Human Behavior 2012. [DOI: 10.1016/j.chb.2012.03.011] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|
43
|
Baartman LKJ, Prins FJ, Kirschner PA, van der Vleuten CPM. Self-evaluation of assessment programs: a cross-case analysis. Eval Program Plann 2011; 34:206-216. [PMID: 21555044 DOI: 10.1016/j.evalprogplan.2011.03.001] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/14/2010] [Revised: 01/21/2011] [Accepted: 03/01/2011] [Indexed: 05/30/2023]
Abstract
The goal of this article is to contribute to the validation of a self-evaluation method, which can be used by schools to evaluate the quality of their Competence Assessment Program (CAP). The outcomes of the self-evaluations of two schools are systematically compared: a novice school with little experience in competence-based education and assessment, and an innovative school with extensive experience. The self-evaluation was based on 12 quality criteria for CAPs, including both validity and reliability, and criteria stressing the importance of the formative function of assessment, such as meaningfulness and educational consequences. In each school, teachers, management and examination board participated. Results show that the two schools use different approaches to assure assessment quality. The innovative school seems to be more aware of its own strengths and weaknesses, to have a more positive attitude towards teachers, students, and educational innovations, and to explicitly involve stakeholders (i.e., teachers, students, and the work field) in their assessments. This school also had a more explicit vision of the goal of competence-based education and could design its assessments in accordance with these goals.
Collapse
|
44
|
|
45
|
Fransen J, Kirschner PA, Erkens G. Mediating team effectiveness in the context of collaborative learning: The importance of team and task awareness. Computers in Human Behavior 2011. [DOI: 10.1016/j.chb.2010.05.017] [Citation(s) in RCA: 138] [Impact Index Per Article: 10.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
46
|
Abstract
BACKGROUND Carrying out whole tasks is often too difficult for novice learners attempting to acquire complex skills. The common solution is to split up the tasks into a number of smaller steps. The number of steps must be optimized for efficient and effective learning. AIM The aim of the study is to investigate the relation between the number of steps provided to learners and the quality of their learning of complex skills. It is hypothesized that students receiving an optimized number of steps will learn better than those receiving either the whole task in only one step or those receiving a large number of steps. SAMPLE Participants were 35 sophomore law students studying at Dutch universities, mean age=22.8 years (SD=3.5), 63% were female. METHOD Participants were randomly assigned to 1 of 3 computer-delivered versions of a multimedia programme on how to prepare and carry out a law plea. The versions differed only in the number of learning steps provided. Videotaped plea-performance results were determined, various related learning measures were acquired and all computer actions were logged and analyzed. RESULTS Participants exposed to an intermediate (i.e. optimized) number of steps outperformed all others on the compulsory learning task. No differences in performance on a transfer task were found. A high number of steps proved to be less efficient for carrying out the learning task. CONCLUSIONS An intermediate number of steps is the most effective, proving that the number of steps can be optimized for improving learning.
Collapse
Affiliation(s)
- Rob J Nadolski
- Educational Technology Expertise Centre, Open University of The Netherlands, Heerlen, The Netherlands.
| | | | | |
Collapse
|
47
|
|
48
|
Kirschner F, Paas F, Kirschner PA. Superiority of collaborative learning with complex tasks: A research note on an alternative affective explanation. Computers in Human Behavior 2011. [DOI: 10.1016/j.chb.2010.05.012] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
49
|
Kester L, Kirschner PA, van Merriënboer JJG. The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving. British Journal of Educational Psychology 2010; 75:71-85. [PMID: 15831182 DOI: 10.1348/000709904x19254] [Citation(s) in RCA: 69] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
Abstract
This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split-source format, information relating to procedural aspects of the functioning of an electrical circuit was not integrated in a circuit diagram, while information in the integrated format condition was integrated in the circuit diagram. It was hypothesized that learners in the integrated format would achieve better test results than the learners in the split-source format. Equivalent-test problem and transfer-test problem performance were studied. Transfertest scores confirmed the hypothesis, though no differences were found on the equivalent-test scores.
Collapse
Affiliation(s)
- Liesbeth Kester
- Educational Technology Expertise Centre, Open University of the Netherlands, Heerlen, The Netherlands.
| | | | | |
Collapse
|
50
|
|