General Background

Within the FBT program, the department of Food & Bioprocess Engineering focuses on the application of internet technologies for the development of new learning modules in the field of Process Engineering.

Its main aims are:

  • offering alternative ways of learning (personalised, interactive, adaptive)
  • facilitating a wider geographical distribution of material.

Three main disciplines are involved:

  1. Process Engineering
  2. Didactics
  3. Informatics

Main research questions are:

  • which internet technologies are appropriate for Engineering education?
  • which Engineering topics benefit most from digital learning?

Modules of digital learning material

In addition, contributions were prepared on:

  •     Exam security
  •     Database functionality


  • O.D.T. Sessink, H.H. Beeftink, J. Tramper, R.J.M. Hartog (2007). Proteus: a lecturer-friendly adaptive tutoring system. Journal of Interactive Learning Research 18: 533-554.     
  • H. van der Schaaf, O.D.T. Sessink, M. Vermuë, J. Tramper, & R. Hartog, R. (2006). Design of activating digital learning materials to support complex learning objectives. Submitted for publication.
  • H. van der Schaaf, M. Vermuë, J. Tramper, & R. Hartog, R. (2006). Support of modelling in process-engineering education. Computer Applications in Engineering Education 14: 161-168.
  • O.D.T. Sessink, H. van der Schaaf, H.H. Beeftink, R.J.M. Hartog and J. Tramper (2007). Web-based education in bioprocess engineering. Trends Biotechnol. 25:16-23.     
  • O.D.T. Sessink (2006). Bioprocess-Engineering Education with Web Technology. PhD dissertation, Wageningen University.     ABSTRACT* FULL TEXT
  • H. van der Schaaf, J. Tramper, R. Hartog, M. Vermuë (2006). A digital tool set for systematic model design in Process-Engineering Education. European Journal of Engineering Education 31: 619-629.     
  • T. Aegerter-Wilmsen, F.J.J.M. Janssen, D. Kettenis, O. Sessink, R. Hartog, T. Bisseling (2006). Introducing molecular life science students to model building using computer simulations. Journal of Computers in Mathematics and Science Teaching 25: 101 - 122.     
  • O.D.T. Sessink, H.H. Beeftink, R.J.M. Hartog and J. Tramper (2006). Virtual parameter-estimation experiments in bioprocess-engineering education. Bioproc.Biosys.Eng. 28: 379-386.     ABSTRACT*
  • O.D.T. Sessink, H.H. Beeftink, & R.J.M. Hartog (2005). Database functionality for learning objects. TICL 2: 337 - 357.     ABSTRACT*
  • O.D.T. Sessink, H.H. Beeftink, J. Tramper, & R.J.M. Hartog (2004). Securing web-based exams. Journal of Universal Computer Science 10: 145 - 157.     ABSTRACT*
  • O.D.T. Sessink, H.H. Beeftink, J. Tramper, & R.J.M. Hartog (2003). Author-defined storage in the next generation learning management systems. In: Proc. ICALT 2003, pp. 57 - 61.  Athens, Greece.     
  • H. van der Schaaf, M.H. Vermuë, J. Tramper, & R.J.M. Hartog (2003). A design environment for downstream processes for Bioprocess-Engineering students. Eur.J.Eng.Edu. 28: 507 - 521.     ABSTRACT*
  • R.J.M. Hartog & H. van der Schaaf (2003). eLearning. @gro-informatica 16: 9 - 11.     ABSTRACT*
  • H. van der Schaaf, O. Sessink, M. Vermuë, & J. Tramper (2001). Student aan het werk binnen Wageningen UR virtual consultancy. Ontwikkeling van digitaal leermateriaal. NPT Procestechnologie 2: 13 - 15.     
  • R. Hartog, K. de Gooijer, O. Sessink, H. van der Schaaf, & O. Vonder (2000). Comparing Web based course development with and without a learning environment . In: Proceedings Webnet 2000 (G. Davies & C. Owen, eds), pp. 240 - 247. San Antonio : AACE.     

*) Availability may depend on individual rights