Progress 09/15/05 to 09/14/08
Outputs
The project included development of virtual laboratory experiment modules on food processing/engineering and assessment of students' perceptions of the modules and their effectiveness either in combination with existing laboratory exercises, or as a complement to lecture when laboratory equipment was not available. Four universities participated in the development and evaluation of the modules. A total of nine virtual laboratory experiment (VL) modules on food processing and engineering topics were completed. Seven of these virtual laboratory modules are available on a freely accessible website. The website is: http://rpaulsingh.com/Labs/Virtual.html. Two additional modules are part of the second edition of the text, 'Virtual Experiments in Food Processing' by R.P. Singh. Originally, twelve modules were proposed for the project. However, the time required to develop the modules and convert them into a web-based format was under-estimated. Therefore, a decision was made to pursue evaluation of the completed modules in order to meet the main learning objectives of the grant. Student evaluations of a subset of the modules were performed at each institution. A total of 16 class sessions/evaluations were held across the four institutions involving approximately 80 students. Most of the evaluations took place in a junior/senior level food science course on food processing/engineering at each institution. However, since each course had a pre-defined syllabus, only those modules relevant to a particular course's syllabus were evaluated in that course. A common survey instrument was used for evaluating modules at each institution. The survey instrument was divided into three sections: software and interface, information content, and outcome/learning assessment. Each survey question was scored on a 5 level Lickert scale with 5 = strongly agree and 1 = strongly disagree. Results of the evaluations varied by institution and by module. However, overall scores on the virtual laboratory questions across institutions and modules averaged 4.25 on software and interface (3 questions), 3.90 on information content (11 questions), and 3.60 on outcome/learning assessment (9 questions). Results of a question asking the amount of time required to complete the module indicated an average between 16-30 min (choices were 0-15, 16-30, 31-45, 46-60, 61-75, 76-90, and >91 min). Student survey responses indicated that the VL modules were better used as a supplement to a laboratory experiment rather than a substitute when equipment was not available. However, results indicated that, on average, students agreed (4.0) that the goals of the virtual experiment were met, they learned how the input parameters affected the process results (4.0) and that it (the module exercise) increased their understanding of the main concepts (3.8). These results showed that the virtual laboratory module concept was favorably received by students, perceived to be a positive learning experience, and has potential for reducing the amount of time required in a laboratory session by assigning the virtual labs as homework. PRODUCTS: The products created from this project include: (a) seven virtual laboratory experiment modules on food processing/engineering available on the internet via: http://rpaulsingh.com/Labs/Virtual.html, (b) two additional virtual experiment modules available as part of a 2nd edition text titled: 'Virtual Experiments in Food Processing' (c) a symposium at the 2007 IFT annual meeting on virtual experiments and internet-based instructional modules, (d) four conference presentations and published abstracts, and (e) a survey instrument used to assess students' perceptions of virtual laboratory exercises. OUTCOMES: The main outcomes of the project were the virtual laboratory experiment modules and their evaluation based on students' attitudes and perceptions. The evaluation of new, and existing, virtual experiments in food processing by undergraduate students showed that the computer-based modules were able to assist in learning the objectives defined for each module. However, students felt that the virtual laboratories did not replace actual laboratory experiments. This is similar to recent results by others that showed that computer instruction meets different learning objectives than a laboratory exercise even when similar material is presented. The presentation of these virtual laboratory modules at a multistate, regional project meeting (NC1023) has created more interest in the concept of virtual labs. Many instructors of processing courses are struggling with the same problem of large student numbers, typically only 1 piece equipment, and limited time to spend in a laboratory session. These virtual labs allow students to examine multiple variables and concepts, usually at their own pace and on their own schedule, to help in understanding processing and engineering concepts. Finally, a new project was submitted and funded by one of the co-PIs which includes the development of 'virtual food processing plants' in a learning environment. DISSEMINATION ACTIVITIES: The project results have been presented at several conferences in 2007 (IFT annual meeting) and 2008 (NACTA annual meeting). Also, since most of the faculty teaching food processing and engineering to food scientists are members of the NC1023 multistate project, or have a colleague as a member, presentations at this meeting and through the listserve associated with this meeting, have reached most of the target audience for the virtual laboratories that were developed. The virtual labs are available either on the internet, or via a textbook that will be published in December 2008. FUTURE INITIATIVES: Currently, the following universities are using the previous text on Virtual Experiments as a required text in their laboratory courses: Oregon State University, CalPoly Pomona, Ohio State University, Iowa State University, University of California and a university in Korea. We anticipate that these universities will also be interested in adopting the newly developed virtual lab modules. Also as a result of this project and the demonstrated collaboration, the NC1023 project's new re-write (2009) will include a new subcommittee and objective covering teaching and learning in food processing. This will likely lead to the development of more computer-based teaching materials and sharing of teaching materials among this NC regional committee members with 30+ member organizations. A finalized manuscript is planned for submission to an educational journal describing the results of the module evaluations.
Impacts
There were five faculty and more than 80 students from four universities directly impacted during the project. At least 6 courses on food processing/engineering were modified to incorporate one or more virtual experiment as a part of the laboratory section of the course. However, the presentation of results from this project has also increased the interest by many professors teaching food processing and engineering as a part of the regional, multistate project (NC1023). Although the project had as a goal to supplement lectures with virtual laboratory modules where the actual laboratory equipment was not present, results indicate that this may not be the best use of such modules. A better approach is to have a limited laboratory session with real equipment and supplement the laboratory with virtual experiments to help the students learn more about the process parameters and their effect on the process.
Publications
- Morgan, M., B. Ismail, K. Hayes, K. Wilson. 2008. Students' attitudes toward virtual experiments in food processing. Abstract presented at NACTA Annual Conference, Logan, UT.
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Progress 09/15/06 to 09/14/07
Outputs
We have requested a no-cost extension for this project in order to adequately meet the stated objectives. To date, eight of the twelve virtual laboratory modules have been created, or are in the final stage of coding into Flash software. The remaining four modules, one from each institution, are still being developed. The eight modules near completion will be assessed in courses at each institution during the Winter of 2008. A template survey for the evaluation and feedback by students has been created and sent to each of the collaborators. At Purdue University, data and outlines of each of the three modules have been collected and completed. The final versions of the material is ready for conversion to Flash format. At University of Illinois at Urbana-Champaign two virtual laboratory modules, including concentration of sugar solution and microwave and fluidized bed combined drying of diced apples have been produced and sent to Dr. Paul Singh at UC Davis to convert
into Flash. At the University of California, drafts of two modules, namely Thawing of Frozen Foods using Impingement, and Predictive Microbiology have been completed. For these labs, the process simulations were created using published research papers. Data from these papers have been incorporated to allow students to test different variables and their influence on outcomes of an experiment. The outcomes include thawing time, and microbial growth after a certain period. We have also included statements on objectives, procedures, theoretical considerations, illustrations from industrial applications and discussion questions. Third laboratory is still under development, we hope to complete it in the next two months.
PRODUCTS: Currently eight of the twelve virtual laboratory modules are in their final form (two from each collaborator). However, these modules (twelve in total) will not be available to the public (via internet or CDRom) until completion of the grant. Evaluations of the modules, and modifications based on these experiences will take place in the final year.
OUTCOMES: See Products above.
DISSEMINATION ACTIVITIES: A symposium on "Technologies for improving the effectiveness and efficiency of teaching food processing" was held at the Annual Meeting of the Institute of Food Technologists in Chicago, IL. on July 29, 2007. Dr. Paul Singh (UC Davis) and Dr. Hao Feng (Univ. of IL) presented on the virtual laboratory exercises being developed in the project. Progress on the virtual experiments were also presented as part of station reports for Ohio and Illinois at the 2007 NC-1023 committee meeting in October, 2007. This committee includes many of the food engineers in the country as members.
FUTURE INITIATIVES: Members of the NC-1023 committee have expressed interest in these modules as a means of using research models for teaching. We anticipate that additional collaborations will be made to develop more modules based on this format and template from research results of the committee members.
Impacts
The virtual lab module(s) developed in this study may provide a useful tool for students to deepen the understanding of food processing principles taught in the classroom. It allows students to explore the effect of operational conditions on the rate of heat, mass and momentum transport, as well as quality changes, during a unit operation process. It also provides access for students to emerging food processing technologies (High pressure processing, Pulsed electric field, Ultrasound, etc.) that are normally not available in classroom settings for most food processing course instructors.
Publications
- Feng H, Morgan M, Balasubramaniam VM, Singh RP. Virtual Laboratory Modules for Food Processing Education, abstract. Institute of Food Technologist, 2007 Annual meeting, Chicago, IL. July 29, 2007
- Singh RP. Developing virtual laboratory exercises for use on the internet, abstract. Institute of Food Technologist, 2007 Annual meeting, Chicago, IL. July 29, 2007.
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Progress 09/15/05 to 09/15/06
Outputs
1. Comparison of actual project accomplishments and timeline. The main activity planned for the first year of this grant was data collection and development of virtual experiment modules by each of the four collaborating institutions. At the end of year one, data collection has been completed for six of the twelve proposed modules. Four of these six modules have been coded into a first draft virtual experiment software program using Flash animation and are being reviewed for revisions prior to student evaluation. Progress on individual modules is summarized below: OSU - High Pressure Processing module is being coded into Flash UIUC - Data collection complete on microwave drying, sugar concentration module is being coded into Flash UC Davis - Air impingement module is being coded into Flash along with modules submitted by other institutions Purdue - Data collection is completed on fermentation module, and Spray drying module has been coded into Flash. 2. Delays in
accomplishing the proposed objectives can be partially attributed to the timing of the grant funding. Since the award was not completely established until after the start of the Fall semester, several of the collaborating institutions were delayed in identifying a graduate student to work on the project. In addition, we may have underestimated the amount of time required to code each of the virtual experiment modules into Flash environment. 3. Since the development of the virtual experiment modules has progressed slower than anticipated, we used existing virtual experiments (by Paul Singh) to examine if students' attitudes towards the modules were affected by individual learning styles as measured using Gregorc's four basic learning styles. Four of the existing virtual experiments were used in Purdue's Food Processing I and II courses during the appropriate laboratory sessions and the students were asked to fill out a survey on the virtual laboratory exercise. Results showed that
there were no significant differences in survey results for students with different learning styles. The only minor adjustment in budgeting was for funds to be used for Dr. Singh's summer salary at UC Davis since he will be the one coding the virtual experiment modules into Flash environment.
PRODUCTS: Twelve virtual experiments related to food processing operations and engineering principles will be developed and made available with a workbook and CD. The modules will be evaluated at four different institutions to assess their impact on laboratory courses and learning outcomes.
OUTCOMES: A new resource will be available to instructors teaching food processing and engineering principles courses. The virtual experiment modules will help students learn the impact of processing parameters on the unit operations. These modules can be used as stand-alone learning modules or in conjunction with hands-on laboratory exercises.
DISSEMINATION ACTIVITIES: The virtual experiment modules will be made available to the public via a CDROM with accompanying workbook. A symposium on educational materials for teaching food processing and engineering principles will be planned for a future IFT meeting. Publications on the evaluation and implementation of the modules at each of the four institutions will be presented at an annual IFT meeting.
FUTURE INITIATIVES: We anticipate that the successful development and evaluation of these virtual laboratory modules will be extendable to other areas of Food Science Education as well as other science and engineering-based disciplines. The use of virtual experiments to supplement laboratory exercises will be promoted in the future.
Impacts
The content of Food Processing courses at several institutions will benefit from the combined efforts and expertise of each of the co-project directors. The use of these virtual experiment modules should help students gain a more in-depth understanding of food processing operations and engineering principles. With the virtual experiment modules, students can investigate the effect of changes in the processing parameters on process outcomes.
Publications
- Morgan, M., B. Ismail, K. Hayes, K. Wilson. 2007. Students' attitudes toward virtual experiments in food processing. Proceedings of the 5th Annual Hawaii International Conference on Education, Honolulu, HI.
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