Student perspectives on education: implications for instructional redesign.

Könings, K. (2007). Student perspectives on education: implications for instructional redesign. Unpublished doctoral dissertation. Open University of the Netherlands, The Netherlands

Towards more powerful learning environments through combining the perspectives of designers, teachers, and students.

In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers’ conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students’ perceptions of a learning environment affect their subsequent learning behaviour and the quality of the learning outcomes. The different perspectives of educational designers, teachers, and students are summarized in the Combination-of-perspectives (COOP) model. Combining these perspectives by mutual exchange of conceptions and perceptions is expected to have positive effects on the power of PLEs

Measuring adaptive expertise: development and validation of an instrument

Individuals with adaptive expertise possess the skills to deal with novel problems. Whereas this concept has been around since the mid-1980s, no instrument exists that provides a good operationalization of the theoretical construct. This inhibits the further development of research on adaptive expertise and the evaluation of employees' adaptive expertise levels. Adaptive expertise has been unanimously described as a composition of domain-specific and innovative skills. Some researchers argue that metacognitive skills are also crucial. This study aimed to establish whether an instrument measuring adaptive expertise is composed of these three dimensions. In addition, it was tested whether such an instrument is influenced by task variety and work experience, as previously reported in literature. A sample of 383 professionals and graduates were used to test the Adaptive Expertise Inventory. Through exploratory factor analysis (EFA), (E/CFA), and confirmatory factor analysis (CFA), the quality of the instrument was evaluated. Good model fit was achieved. The final instrument consisted of two dimensionsi.e., domain-specific and innovative skillswith five items each. Regression analysis showed that not work experience, but task variety is related to level of adaptive expertise. The Adaptive Expertise Inventory proved to be a valid instrument for measuring adaptive expertise

The ‘Self-Regulated Learning Opportunities Questionnaire': a diagnostic instrument for teacher educators' professional development

Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Although primary teacher educators are aware of the importance of SRL for their students, they often find it difficult to implement SRL opportunities in their teaching. To support teacher professional development, an SRL model was described in a previous theoretical study. In the present article, this SRL model is elaborated towards the ‘SRL Opportunities Questionnaire’ (SRLOQ) that can be applied by primary teacher educators as a diagnostic instrument for classroom settings. A four-phase research design is applied consisting of scale development, score validation, further validation of the SRLOQ in primary teacher education, and a confirmatory factor analysis. Finally, a single case study is described that illustrates the usefulness of the SRLOQ in classroom practice

Bringing Learning to the Workplace: A Smartphone App for Reflection and Increased Authenticity of Learning

A strong need exists to connect learner experiences at the workplace with formal training activities. This would improve authenticity of learning, but surprisingly few initiatives have been taken so far. In this project mobile devices (smartphones) were used while students were attending clinical clerkships. We aimed to develop learning practices - through use of mobile devices - which solicit problems or issues encountered in practice from students. During group meetings registered learning moments were discussed with students and medical teachers. Sixteen residents used the app and attended three meetings within six weeks. Results showed that residents used the app to capture learning moments covering a wide range of general medical competencies, which are highly relevant for their professional development. Group meetings were especially valued because of their safe atmosphere for discussion, similarity of problems encountered by residents, solutions from different perspectives, and the input by the tutor as an experienced practitioner. Success factors, opportunities for future implementations, and challenges are discussed. This project shows that technology can be effectively used for scaffolding learning at the workplace. The developed app helps connect learning experiences and formal education meetings and facilitates authentic learning from the learner’s own experiences

The promised land of blended learning: Quizzes as a moderator

Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation. To examine whether the expectation of improved education is met, meta-analyses were conducted. They revealed that, on average, blended learning is somewhat more effective than more traditional learning. Additionally, students evaluated it as equally attractive, but seemed to perceive it as more demanding. In sum, blended learning is equal, or maybe even better, than more traditional learning. However, the effects on effectiveness, attractiveness and perceived demands differed much between studies. Moderator analyses found that quizzes positively affect the effectiveness and attractiveness of blended learning. Concluding, blended learning has potential to improve education, when thoughtfully designed, for example by the inclusion of frequent quizzes. (c) 2015 Elsevier Ltd. All rights reserved