Optimizing Web-Based Instruction: A Case Study Using Poultry Processing Unit Operations

ABSTRACT:  Food companies and supporting industries need inexpensive, revisable training methods for large numbers of hourly employees due to continuing improvements in Hazard Analysis Critical Control Point (HACCP) programs, new processing equipment, and high employee turnover. HACCP-based food safety programs have demonstrated their value by reducing the number and frequency of multimillion-dollar food recalls. The focus for the future must be proactive training of plant personnel to ensure continuous improvements in plant food safety and quality. In response to this need, we developed training modules focused on applying HACCP principles, quality aspects, and production information to individual poultry unit operations. Learning objectives were evaluated using discount usability testing techniques to optimize the delivery system and to ensure a satisfactory e-learning experience. Discount usability testing of this virtual orientation was successful in obtaining vast amounts of feedback. Usability issues with the training materials were identified. Expected completion times were not met by most participants, indicating that a change in the format of the course might be necessary, perhaps segmenting the modules into smaller sections to be reviewed independently of one another. Another suggestion by the evaluators was to include narration for the sections, which might in turn speed up the completion times. A navigation error was discovered by these users, as well as other critical errors in design. Other errors, such as font inconsistencies and page design changes, were also discovered by the participants.     

Investigating the effect of an adaptive learning intervention on students’ learning

Educators agree on the benefits of adaptive learning, but evidence-based research remains limited as the field of adaptive learning is still evolving within higher education. In this study, we investigated the impact of an adaptive learning intervention to provide remedial instruction in biology, chemistry, math, and information literacy to first-year students (n = 128) entering a pharmacy professional degree program. Using a mixed methods design, we examined students’ learning in each of the four content areas, their experience using the adaptive system, and student characteristics as related to their choice of participating in the intervention. The findings showed the adaptive learning intervention helped address the knowledge gap for chemistry, but the same effect was not observed for the other three content areas. Math anxiety was the only student characteristic that showed a significant relationship with students’ participation. While the students reported an overall positive experience, the results also revealed time factor and several design flaws that could have contributed to the lack of more student success. The findings highlight the importance of design in adaptive learning.     

Development of an Augmented Reality Game to Teach Abstract Concepts in Food Chemistry

One of the most pressing issues for many land grant institutions is the ever increasing cost to build and operate wet chemistry laboratories. A partial solution is to develop computer‐based teaching modules that take advantage of animation, web‐based or off‐campus learning experiences directed at engaging students’ creative experiences. We used the learning objectives of one of the most difficult topics in food chemistry, enzyme kinetics, to test this concept. Students are apprehensive of this subject and often criticize the staid instructional methods typically used in teaching this material. As a result, students do not acquire a useful background in this important subject. To rectify these issues, we developed an interactive augmented reality application to teach the basic concepts of enzyme kinetics in the context of an interactive search that took students to several locations on campus where they were able to gather raw materials and view videos that taught the basics of enzyme kinetics as applied to the production of high fructose corn syrup (HFCS). The students needed this background to prepare for a mock interview with an HFCS manufacturer. Students and instructors alike found the game to be preferable to sitting in a classroom listening to, or giving, a PowerPoint presentation. We feel that this use of gaming technology to teach difficult, abstract concepts may be a breakthrough in food science education and help alleviate the drain on administrative budgets from multiple wet labs.     

Knowledge creating theory in retrospect and prospect

Knowledge creating theory has become one of the major frameworks used widely in the fields of knowledge management and other management studies. However, the knowledge creating theory was not just simply a made-in-Japan theory. It has emerged from a series of English and Japanese publications. Therefore, research questions and arguments in this study are identified and reviewed to portray the development of knowledge creating theory and to synthesise their arguments with organisational and managerial studies. This article reviews the content and process of the knowledge creating theory along with discussions from different streams in management and organisation studies. The result of this study sheds light on how the knowledge creating theory developed as well as perceiving its future development.     

Unpacking the CRT in Negotiating White Science

In this forum, we summarize CRT’s origins, tenets common to most CRT writings, and CRT’s evolution. We discuss Yerrick’s article Negotiating White Science with respect to certain CRT premises. Specifically, we use the CRT tenet of racism as emphasized in first- and second-generation CRT and CRT elements liberal racial ideology and voices of color to critically examine Yerrick’s propositions.     

Implementing a school‐based health center: The Winston‐Salem/Forsyth County experience

This article traces the inception and implementation of school‐based health centers in the Winston‐Salem/Forsyth County (NC) school system. The challenges that arose during implementation are discussed, along with the opportunities that SBHCs provide to enhance the provision of comprehensive services for children. The involvement of the several school psychologists in the initial planning, organization and implementation of these centers is delineated as an example for other school psychologists who are interested in working with school‐based health centers. School‐based health centers represent an opportunity for school psychologists to assume a leadership role in the delivery of enhanced health and mental health services for children and families. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 289–296, 2003.     

A statewide university system (16 campuses) creates collaborative learning communities in Second Life

The Latvian Education Informatization System LIIS project covers the whole information grid: education content, management, information services, infrastructure and user training at several levels – schools, school boards and Ministry of Education and Science. Informatization is the maintained process of creating the technical, economical and social conditions for fulfilment of information needs. The initiative started in 1997. The strategy for education content creation for 2001–2004 is to cover all forms of cognition – rational, empirical, emotional and modelling – and several levels of skills for all levels of education. The Current LIIS results as at 2002 have been that: developed teaching aids are being used (workbooks, interactive software, tests etc) (approx. 20% of the total amount of high school programme can be taught using information and communication technologies); about 1000 sites are using LIIS school management software; 66% of all teachers are trained on ICT usage; 97% of schools have dial‐up connection to the Internet in year 2002 (44% have a permanent connection); and the number of pupils per computer has decreased from 67 (year 1997) to 20 (year 2002).

Le système d'information LIIS dans l'éducation en Lithuanie

Le projet du système LIIS du système information pour l'éducation comme toute la grile: contenu de l'éducation, management, services d'information, infrastructure et fomation des utilisateurs à divers niveaux: écoles, administrtion des écoles, Ministerie de l'Education et de la Science. Ce projet a débuté en 1997. La stratégie pour créer un contenue de l'éducation 2001–2004 doit couvrir toutes les formes de la connaissance traditionnelle, ainsi que émotionelle, proposant des modèles et divers niveaux de compétences pour tous les niveaux d'éducation. Les résultats actuels du LIIS ont été en 2002: Les moyens d'enseignement dévelpppés sont utilisés (livres, software interactif, tests, etc.) (approximaticement 20% du programme total des programmes des écoles seconfaires peuvent être enseignés en utilisant les technologies de l'information); environ 1000 titres utilisant ler software de management des écoles; 66% des maîtres ont été formé à l'emploi de TIC; 97 % des écoles ont été connectés à Internet en 2002 (44% de connection permanente); et le nombre d'élèves par ordinateur a diminué de 67 (en 1997) à 20 (en 2002)

Das lettisches Bildungsinformationssystem LIIS

Das lettische Bildungsinformationssystem, das LIIS – Projekt, umfasst das gesamte Informationsraster: Bildungsinhalt, Management, Informationsdienste, Infrastruktur sowie Nutzerausbildung auf mehreren Ebenen – Schulen, Schulkommissionen und Bildungsministerien. Die Initiative begann in 1997. Das Konzept für die Erfassung von Bildungsinhalten für 2001–2004 ist, alle Formen des Zugangs – rational, empirisch, emotional, modellierend – und mehrere Stufen von Fertigkeiten für alle Bildungsniveaus zu berücksichtigen. Das gegenwärtige Stand von LIIS (2002) ist: schon entwickelte Lehrhilfen werden benutzt (Workbooks, interaktive Software, Tests usw.) (Ca. 20% des gesamten Highschool‐Programms kann mit Hilfe von Informationstechnologie gelehrt werden); an rund 1000 Standorten wird LIS Schulmanagement‐Software genutzt; 66% aller Lehrer wurden in die Verwendung von ICT eingeführt; 97% aller Schulen haben im Jahr 2002 Wählverbindung in das Internet (36%: permanente Verbindung); die Anzahl von Schülern pro Computer hat von 67 (Jahr 1997) auf 25 (Jahr 2002) abgenommen.     

Academic Factors Related to Student Achievement in a Capstone Food Chemistry Course

The 1st step in successfully intervening with students who may fail a course is to identify them as early as possible in the semester. The objective of this study was to create a model to predict student performance in FDSC 4304, the required capstone Food Chemistry class, using academic performance in prerequisite courses as potential predictors. We analyzed data for 116 undergraduates who completed Food Chemistry (FDSC 4304) between 2008 and 2015. Data included semester of enrollment and grade earned in FDSC 4304; transfer status; grades in prerequisite classes in science, math, and statistics courses and an introductory Food Science course, FDSC 1103; and the students’ university GPA at the time of enrollment in FDSC 4304. Cumulative GPA had the strongest significant (P < 0.001) positive correlation with FDSC 4304 grade (r = 0.64), followed by grade in statistics GPA (r = 0.52), FDSC 1103 grade (r = 0.45), pre‐requisite chemistry GPA (r = 0.44), and biology GPA (r = 0.42). When using partial correlations to control for cumulative GPA, only grades in FDSC 1103 (completed by 62.9% of students) were significantly correlated with grades in FDSC 4304. Linear regression indicated cumulative GPA and FDSC 1103 grades explained 35.5% of the variance in FDSC 4304 grades. When cumulative GPA (available for 91.6% of students) alone was regressed on FDSC 4304, it explained 40.6% of the variance for the larger group. Lower cumulative GPAs and FDSC 1103 grades are suggestive but not determinative of potential student struggles in FDSC 4304. Instructors should use cumulative GPAs and introductory food science course grades (either alone or in combination) with actual early course performance measures to identify students in need of additional help.     

Designing an Affordable Usability Test for E‐Learning Modules

ABSTRACT: This article provides background and an introduction to a user‐centered design and usability test in an inexpensive format that allows content experts who are novices in e‐learning development to perform testing on newly developed technical training modules prior to their release. The use of a small number of test participants, avoidance of elaborate testing laboratories, and the establishment of clear, concise objectives with a detailed test outline are supported by the discount usability testing approach. This approach reduces testing cost, provides faster results, and yields a more successful product and increased customer satisfaction. Discount usability testing should have broad appeal to new e‐learning developers as a final step before releasing their newly developed training modules.     

Student‐Centered and Dynamic Interfaces that Enrich Technical Learning for Online Science Learners: A Review of the Literature

Communicating complex scientific and technical information presents a challenge for food science educators. The most efficient learning occurs when all senses are engaged, one reason that many educators believe that scientific principles are best taught with hands‐on laboratory experiences. Today there are many challenges to the continuation of these “wet labs” including the cost of building the labs as well as equipment, materials, and personnel to run them. Many current e‐learning technologies are based on 2‐dimensional delivery systems, and are often inadequate to provide a substitute for a laboratory exercise. However, recent advances in technology have evolved to more closely reflect the kinds of learning experiences that students typically have in a laboratory class. This review describes the role of these emerging technologies as teaching tools for educators, with the clear understanding that similar concepts can be utilized by management of technical teams in the work place.