A5034965135- Innovative Teaching and Learning Methods
- Visual and Cognitive Learning Processes
- Intelligent Tutoring Systems and Adaptive Learning
- Online and Blended Learning
- Economic Analysis and Policy
- Human Resource Development and Performance Evaluation
- Occupational and Professional Licensing Regulation
- Cognitive Abilities and Testing
- Recommender Systems and Techniques
- Creativity in Education and Neuroscience
- Education, Achievement, and Giftedness
- Motivation and Self-Concept in Sports
- Educational Strategies and Epistemologies
- Online Learning and Analytics
- Educational Tools and Methods
- Educational Games and Gamification
Avans University of Applied Sciences
2019-2022
Utrecht University
2019-2021
Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring self-regulation when learning solve problems has received relatively little attention in self-regulated literature (as compared with, for instance, lists items or from expository texts). Here, we review research on fostering problem-solving tasks, which mental effort plays an important role. First, showing that having students engage...
Summary Research suggests some sequences of examples and problems (i.e., EE, EP) are more effective (higher test performance) efficient (attained with equal/less mental effort) than others (PP, sometimes also PE). Recent findings suggest this is due to motivational variables self‐efficacy), but did not during the training phase. Moreover, prior research used only short task sequences. Therefore, we investigated effects on variables, effectiveness, efficiency in a (Experiment 1; four learning...
Abstract Presenting novices with examples and problems is an effective efficient way to acquire new problem-solving skills. Nowadays, are increasingly presented in computer-based learning environments, which learners often have self-regulate their (i.e., choose what type of task work on when). Yet, it questionable how from problems, extent choices match principles instructional design research. In this study, 147 higher education students had learn solve the trapezoidal rule. During...
Abstract Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices from problems whether they need support. The present study investigated open questions (1) what extent students' (novices) task selections align instructional design principles (2) informing about these would improve selections, outcomes, motivation. Higher education ( N =...
Novieten leren nieuwe probleem-oplostaken op een effectieve manier door het bestuderen van voorbeelden, zoals stap-voor-stap uitgeschreven oplossingsprocedures of docent die (op video) voordoet en uitlegt hoe je probleem oplost. Steeds vaker worden (video)voorbeelden oefenproblemen ingezet in computer-gebaseerde leeromgevingen om studenten (zelfstandig) te leren. In dit proefschrift is onderzocht 1) aangeboden moeten aan novieten hun motivatie leerprestaties bevorderen, 2) (goed) als zij...