Research Interests:
Research Interests:
The aim of this study was to examine the role of metacognitive skillfulness and intellectual ability during initial inductive learning with a complex computer simulation. It was hypothesized that adequate learning behavior and performance... more
The aim of this study was to examine the role of metacognitive skillfulness and intellectual ability during initial inductive learning with a complex computer simulation. It was hypothesized that adequate learning behavior and performance is initiated by a high quality of metacognitive skillfulness. Theories proposed by Elshout [Elshout, JJ (1987). Problem solving and education. In E. de Corte, H. Lodewijks, R. Parmetier, & P. Span (Eds.), Learning and instruction (pp. 259–271). Oxford: Pergamon Books Ltd.
In his dissertation, Vermunt [Vermunt, JDHM (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs.(Learning styles and guidance of learning processes in higher education). Amsterdam/Lisse: Swets and Zeitlinger] postulated... more
In his dissertation, Vermunt [Vermunt, JDHM (1992). Leerstijlen en sturen van leerprocessen in het hoger onderwijs.(Learning styles and guidance of learning processes in higher education). Amsterdam/Lisse: Swets and Zeitlinger] postulated four different learning styles: a meaning directed, a reproduction directed, an application directed and an undirected style. Aim of this project is to investigate the relation between these learning styles, the big five personality traits and achievement motivation.
Little research has been conducted on expertise-related differences in conceptual and ontological knowledge in law, even though this type of knowledge is prerequisite for correctly interpreting and reasoning about legal cases, and... more
Little research has been conducted on expertise-related differences in conceptual and ontological knowledge in law, even though this type of knowledge is prerequisite for correctly interpreting and reasoning about legal cases, and differences in conceptual and ontological knowledge structures between students and between students and teachers, might lead to miscommunication.
Peer assessment can be a valuable learning tool in teacher education because it supports student teachers to acquire skills that are essential in their professional working life. This article presents a conceptual framework in which the... more
Peer assessment can be a valuable learning tool in teacher education because it supports student teachers to acquire skills that are essential in their professional working life. This article presents a conceptual framework in which the training of peer assessment skills by means of peer assessment tasks is integrated in teacher education courses. Theories about constructive alignment, student involvement, instructional design, and performance assessment underlie the framework.
Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of... more
Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity theory [Elshout, JJ (1987). Problem solving and education. In E. De Corte, H. Lodewijks, R. Parmentier, & P. Span (Eds.), Learning and instruction (pp. 259–273). Oxford/Leuven: Pergamon Books/University Press].
Abstract A General Practitioner (GP) is no longer a loner, but a team player in either a group practice or a care centre. This change has led to a concomitant growth in curricular interest in skills essential for successful collaboration... more
Abstract A General Practitioner (GP) is no longer a loner, but a team player in either a group practice or a care centre. This change has led to a concomitant growth in curricular interest in skills essential for successful collaboration and for enhancing critical reflection towards colleagues' performance. Giving and receiving constructive feedback are examples of these skills.
Quantitative content analysis is increasingly used to surpass surface level analyses in computer-supported collaborative learning (eg, counting messages), but critical reflection on accepted practice has generally not been reported. A... more
Quantitative content analysis is increasingly used to surpass surface level analyses in computer-supported collaborative learning (eg, counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit.
For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners... more
For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at finding and selecting learning activities that best match their needs. This article argues that a clear-cut description of the concept of 'competence'is needed for appropriate system-based personal recommendations.
This study investigated the effects of a peer feedback tool and a reflection tool on social and cognitive performance during computer supported collaborative learning (CSCL). A CSCL-environment was augmented with a peer feedback tool... more
This study investigated the effects of a peer feedback tool and a reflection tool on social and cognitive performance during computer supported collaborative learning (CSCL). A CSCL-environment was augmented with a peer feedback tool (Radar) and a reflection tool (Reflector) in order to make group members aware of both their individual and their group behavior. Radar visualizes how group members perceive their own social and cognitive performance and that of their peers during collaboration along five dimensions.
A peer feedback tool (Radar) and a reflection tool (Reflector) were used to enhance group performance in a computer-supported collaborative learning environment. Radar allows group members to assess themselves and their fellow group... more
A peer feedback tool (Radar) and a reflection tool (Reflector) were used to enhance group performance in a computer-supported collaborative learning environment. Radar allows group members to assess themselves and their fellow group members on six traits related to social and cognitive behavior. Reflector stimulates group members to reflect on their past, present and future group functioning, stimulating them to set goals and formulate plans to improve their social and cognitive performance.
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was... more
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized in assessment assignments and assessment tools that were embedded in the course material. The course concerned a higher education case‐based virtual seminar, in which students were asked to conduct research and write a report in small multidisciplinary teams.
ABSTRACT This chapter seeks to investigate grounds for the application and adaptation of general instructional models in specific domains and professions and for the generation of domain-specific instructional methods using the examples... more
ABSTRACT This chapter seeks to investigate grounds for the application and adaptation of general instructional models in specific domains and professions and for the generation of domain-specific instructional methods using the examples of reading, mathematics, science, law, and medicine. It does so by first investigating the specific teaching and learning difficulties of those domains by showing and analyzing domain-and profession-specific solutions to these problems.
As assessment methods are changing, the way to determine their quality needs to be changed accordingly. This article argues for the use Competence Assessment Programs (CAPs), combinations of traditional tests and new assessment methods... more
As assessment methods are changing, the way to determine their quality needs to be changed accordingly. This article argues for the use Competence Assessment Programs (CAPs), combinations of traditional tests and new assessment methods which involve both formative and summative assessments. To assist schools in evaluating their CAPs, a self-evaluation procedure was developed, based on 12 quality criteria for CAPs developed in earlier studies.
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... more
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.
Abstract This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design... more
Abstract This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable assessments in such environments, leaving many questions to educational developers and teachers. As a solution to this problem, a systematic approach to designing performance assessments in e-learning contexts is presented, partly based on the 4C/ID model.
Abstract Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for... more
Abstract Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the relevant information from cases, determining applicable rules, and searching for rules and exceptions in external information sources such as lawbooks.
Abstract This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of... more
Abstract This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment tasks (ie, assessment for learning) that center on professional situations. For each professional situation, three levels of situational complexity are defined, and within each of these three levels, tasks are offered that differ in the degree of support offered to the learner.
Abstract This study investigated whether a peer feedback tool and a reflection tool would enhance group performance in a computer-supported collaborative learning environment. The underlying assumption was that group performance can be... more
Abstract This study investigated whether a peer feedback tool and a reflection tool would enhance group performance in a computer-supported collaborative learning environment. The underlying assumption was that group performance can be positively influenced by making group members aware of how their social and cognitive behavior is perceived by themselves, their peers, and the group as a whole.