http://hdl.handle.net/1820/612 http://dspace.ou.nl/retrieve/6586 http://hdl.handle.net/1820/612 Search the Channel search http://dspace.ou.nl/simple-search http://hdl.handle.net/1820/1714 Title: Effects of Elicited Reflections combined with Tutor or Peer Feedback on Self-Regulated Learning and Learning Outcomes <br/> <br/>Authors: van den Boom, Gerard; Paas, Fred; van Merriënboer, Jeroen <br/> <br/>Abstract: This study investigated the effects of students' reflections, combined with suggestive feedback, on the development of self-regulated learning and learning outcomes. Suggestive feedback alerts students that further reflection is advisable, without being very directive. Forty-nine students participated in a regular web-based distance education course on work psychology. In two experimental conditions students were prompted to reflect on their learning process, and received feedback on their reflections, either from peer students or a tutor. These conditions were compared to a control condition in which students studied the regular course without reflection and feedback. In line with the hypothesis, results showed that reflection combined with feedback positively affected students' self-regulated learning. In addition, students in the condition with tutor feedback outperformed students in both other conditions on learning outcomes. <br/> <br/>Description: Van den Boom, G., Paas, F., & Van Merriënboer, J. J. G. (2005). Effects of elicited reflections combined with tutor or peer feedback on self-regulated learning and learning outcomes. Learning and Instruction, 17, 532-548. Fri, 29 Oct 2004 22:58:59 GMT http://hdl.handle.net/1820/1705 Title: Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. <br/> <br/>Authors: Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen; Slot, Wim <br/> <br/>Abstract: In on-demand education, students often experience problems with directing their own learning processes. A Structured Task Evaluation and Planning Portfolio (STEPP) was designed to help students develop three basic self-directed learning skills: Assessing the quality of own performance, formulating learning needs, and selecting future learning tasks. A case study with 10 first-year students in the domain of hairdressing was conducted to evaluate STEPP’s use, usability, and perceived effectiveness. Results from student interviews show that usability and use are influenced by several factors. Students with low prior hairdressing skills, a weakly developed personal approach to direct their own learning, and an inclination to update STEPP as part of their weekly routine, use STEPP more frequently than students without these characteristics. Both the supervisor and students who frequently used STEPP perceived its use as a positive contribution to the development of self-directed learning skills. Furthermore, this study provides guidelines for the design of development portfolios in on-demand education. <br/> <br/>Description: Kicken, W., Brand-Gruwel, S., Van Merrienboer, J. J. G., & Slot, W. (2009). Design and evaluation of a development portfolio: How to improve students’ self-directed learning skills. Instructional Science. DOI 10.1007/s11251-008-9058-5 Wed, 29 Oct 2008 22:58:59 GMT http://hdl.handle.net/1820/1704 Title: Scaffolding advice on task selection: A safe path toward self-directed learning in on-demand education. <br/> <br/>Authors: Kicken, Wendy; Brand-Gruwel, Saskia; van Merrienboer, Jeroen <br/> <br/>Abstract: An intuitively appealing approach to flexibilisation of vocational education and training is to delegate choices on instruction, such as the selection of learning tasks, to students. However, empirical evidence shows that students often do not have sufficiently developed self-directed learning skills to select suitable tasks. This article describes the Informed Self-Directed Learning (ISDL) model, which depicts three information resources supporting students’ process of task selection and helping them to develop important self-directed learning skills necessary for effective task selection: (1) a structured development portfolio to support and develop their self-assessment skills, (2) a description of task metadata to help them compare and select suitable tasks, and (3) a protocol for giving advice, which explicitly demonstrates how to use performance results to select suitable tasks. Furthermore, the ISDL model proposes that as students further develop their self-directed learning skills and improve their task selections, the frequency and/or level of detail of given advice gradually diminishes and the number of available tasks to choose from increases. <br/> <br/>Description: Kicken, W., Brand-Gruwel, S., & Van Merrienboer, J. J. G. (2008). Scaffolding advice on task selection: A safe path toward self-directed learning in on-demand education. Journal of Vocational Education and Training, 60, 223-239. Mon, 29 Oct 2007 22:58:59 GMT http://hdl.handle.net/1820/1703 Title: The effect of embedded instruction on solving information problems <br/> <br/>Authors: Wopereis, Iwan; Brand-Gruwel, Saskia; Vermetten, Yvonne <br/> <br/>Abstract: In higher education students are often faced with information problems: tasks or assignments that require them to identify information needs, locate corresponding information sources, extract and organize relevant information from each source, and synthesize information from a variety of sources. Explicit and intensive instruction is necessary, because solving information problems is a complex cognitive skill. In this study instruction for Information Problem Solving (IPS) was embedded in a competence and web-based course for distance education students about research methodology in the field of Psychology. Eight of the sixteen students following this course received a version of the course with embedded IPS instruction. The other half received a variant of the course without extra IPS instruction. The analysis of the thinking aloud protocols revealed that after the course students in the experimental condition regulate the IPS process more often than students in the control condition. They also judged the information found more often. <br/> <br/>Description: Wopereis, I., Brand-Gruwel, S., & Vermetten, Y. (2008). The effect of embedded instruction on solving information problems. Computers in Human Behavior, 24, 738-752. Mon, 29 Oct 2007 22:58:59 GMT