NWO projects

type of project: 
PhD-project
project start: 
1 Aug 2011
project end: 
31 Jul 2015

Research shows that using the Read-Recite-Review (3R) study strategy - in which self-testing plays a key role - improves learning from text. From an educational perspective, however, this effect is relatively small. Here, three instructional interventions are investigated that might augment the effectiveness of this strategy on learning from text. In three experiments, it is investigated if taking notes during reading, answering non-specific short-answer questions during reciting, and selective reviewing enhance the effectiveness and efficiency of the 3R strategy.

contact name: 
Pauline Reijners
contact email: 
Pauline.Reijners@ou.nl
Collaboration partners/project team: 

Pauline Reijners, PhD-student
Dr. Liesbeth Kester, daily supervisor (co-promotor)
Prof. dr. Paul Kirschner, supervisor (promotor)

Financing: 

 The project is financed by PROO (NWO).

project start: 
1 Sep 2007
project end: 
1 Sep 2010

The testing-effect signifies that a free-recall test after initial study improves recollection of wordlists more than restudying them. Since most educational materials are more complex in content than wordlists, the current proposal aims to test the conditions under which the testing-effect is optimized in an educational context. Instead of wordlists and recall tests, instructional texts and cognitive assessments will be used to explore

contact name: 
Dr. Liesbeth Kester
contact email: 
liesbeth.kester@ou.nl
Financing: 

Funded by the Netherlands Organization for Scientific Research (Veni, nr. 016-075-121)

type of project: 
PhD-project
project start: 
1 Sep 2004
project end: 
1 Sep 2008

Het hedendaagse ‘nieuwe leren’ richt zich op leeruitkomsten met de volgende eigenschappen: duurzaam, flexibel, functioneel, betekenisvol, generaliseerbaar en toepassingsgericht. Daarin passen pedagogisch–didactische methoden die actief van aard zijn, waarin leerlingen leren van ervaringen, en waarin de docent een begeleidende rol heeft. Binnen dit leren speelt tevens transfer van complexe cognitieve vaardigheden een belangrijke rol.

Product(s): 

On December 19th 2009 Amber Walraven defend her thesis.
The full text of the thesis is published on DSpace.

contact name: 
Amber Walraven
contact email: 
amber.walraven@ou.nl
Collaboration partners/project team: 

Drs. Amber Walraven (PhD Candidate)
Dr S. Brand-Gruwel, daily supervisor (co-promotor)
Prof dr H.P.A. Boshuizen, supervisor (promotor)

 

Financing: 

Funded by the Netherlands Organization for Scientific Research (PROO programme)

project start: 
1 Sep 2004
project end: 
1 Sep 2008

Recent instructional theories focus on authentic learning tasks that are based on real-life tasks as the driving force for learning. The general assumption is that such tasks help students to integrate the knowledge, skills and attitudes necessary for effective task performance; give them the opportunity to learn to co-ordinate constituent skills that make up complex behavior, and eventually enable them to transfer what is learned to daily life or work settings.

Product(s): 

In December 2008 Wendy Kicken defended her doctoral dissertation titled Portfolio use in vocational education: Helping students to direct their learning. The pdf is available on DSpace.

contact name: 
Wendy Kicken
contact email: 
wendy.kicken@ou.nl
Collaboration partners/project team: 

Wendy Kicken, PhD candidate
dr. Saskia Brand-Gruwel, supervisor (co-promotor)
prof. dr. Jeroen van Merriënboer, supervisor (promotor)

 

Financing: 

Funded by the Netherlands Organization for Scientific Research (PROO programme)

project start: 
1 Nov 2008
project end: 
1 Nov 2011

 

According to Confucius, there are three ways of learning: 1) reflection, the noblest, 2) imitation, the easiest, and 3) experience, the bitterest. This project proposes to combine the noblest and easiest ways, by investigating whether students’ reflection can be stimulated through observing and imitating examples.

contact name: 
Tamara van Gog
contact email: 
tamara.vangog@ou.nl
Financing: 

Funded by the Netherlands Organization for Scientific Research (Veni grant, project nr. 451-08-003)

type of project: 
PhD-project
project start: 
1 Dec 2003
project end: 
1 Dec 2007
date finished: 
18 Jan 2008

 

 

 

Product(s): 

 PhD Dissertation: Shared Control over Task Selection: Helping Students to Select their own Learning Tasks
On April 25th 2008 Gemma Corbalan defended her PhD Dissertation.  

 

contact name: 
Gemma Corbalan Perez
contact email: 
gemma.corbalan@ou.nl
Financing: 

This project was funded by NWO, Netherlands Organisation for Scientific Research

type of project: 
PhD-project
project start: 
1 Sep 2006
project end: 
1 Jun 2011

Peer assessment has gained popularity as a means to enhance reciprocal student learning. Analysis of prior studies revealed that the question under which conditions peer assessment is most effective for learning is often overlooked. The lack of experimental research makes it difficult to determine how peer assessment should best be implemented in education. Therefore, this project focuses on variables that may contribute to the success of peer assessment.

contact name: 
Marjo van Zundert
contact email: 
marjo.vanzundert@ou.nl
Collaboration partners/project team: 

Drs. Marjo van Zundert, PhD candidate
Dr. Dominique Sluijsmans, daily supervisor (co-promotor)
Prof. dr. Jeroen van Merriënboer, supervisor (promotor)

Financing: 

This project is funded by NWO, Netherlands Organisation for Scientific Research

type of project: 
PhD-project
project start: 
1 Sep 2006
project end: 
1 Sep 2010

Vocational education sees a trend toward competency-based formats using integrated environments. These integrated environments require teacher and learner skills that have not been studied thoroughly in this domain. Research in other fields suggests that deliberate practice and self-directed learning (SDL) skills are key competencies. This project seeks to investigate micro processes of goal setting, choice of learning tasks and experiences, monitoring and self-evaluation and their influence on learning outcomes.

contact name: 
Helen Jossberger
contact email: 
helen.jossberger@ou.nl
Collaboration partners/project team: 

Drs. Helen Jossberger, PhD candidate
Dr F. L. J. M. Brand-Gruwel, daily supervisor (co-promotor)
Dr M. W. J. van de Wiel (UM), supervisor (co-promotor)
Prof dr H. P. A. Boshuizen, supervisor (promotor) 
 

Financing: 

Funded by NWO, Netherlands Association for Scientific Research

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