Interactive digital learning material on collating evidence from human nutrition research

Design and evaluation of a digital module with guided peer feedback for student learning biotechnology and molecular life sciences, attitudinal change, and satisfaction

“…Digital learning modules are increasingly introduced in higher education, including in the field of biotechnology and molecular life sciences [1][2][3]. These modules can serve various purposes.…”

“…Exercises in digital modules, for example, can increase students' motivation, their understanding and retention of knowledge [4], as well as facilitate the acquisition of domain-specific knowledge [5]. Embedding representational tools such as graphs, texts, diagrams, and pictures in digital learning modules can authenticate and visualize learning contexts [1,2] which in turn help students acquire complex cognitive skills and perform deep learning [6,7]. Digital learning modules provide students with various modes of information presentation, such as texts, exercises, graphs, diagrams, animations, pictures, and so forth, that can support students' learning [8][9][10].…”

Online discussion compensates for suboptimal timing of supportive information presentation in a digitally supported learning environment

“…Scientific evidence indicates that when cognitive overload is reduced, the learner's performance and knowledge construction are improved (e.g. Busstra et al 2008;Jonassen 1999;Kester et al 2006b). Therefore, it has been suggested that digitally supported learning environments like IDLMs should consider cognitive load issues for maximizing learning effects and increasing flexibility and transferability of knowledge (Kalyuga 2009a;Kirschner et al 2009).…”

“…Presentation of information during practice reduces cognitive overload by temporal split attention avoidance that is related to facilitation of knowledge acquisition and construction (e.g. Busstra et al 2008;Jonassen 1999;Kester et al 2006b). The findings of previous studies with respect to the preferable timing of supportive information presentation in IDLMs are not consistent.…”

“…Well-designed IDLM environments provide learners with various modes of information presentation, such as interactive texts, exercises, graphs, diagrams, animations, pictures, etc., that can support learners' knowledge construction (e.g. Busstra et al 2008;Jonassen 2004;Verhoeven and Graesser 2008;Verhoeven et al 2009). The effect of timing of information presentation in IDLM on student learning performance has been a subject of interest to many researchers across a range of disciplines (e.g.…”