`Alternative' Universities Revisited: A Study of the Distinctiveness of Universities Established in the Spirit of 1968     

Jeroen Huisman  Jorunn D. Norgård  Jøgen Rasmussen  Bjørn Stensaker 《Tertiary Education and Management》2002,8(4):316-332

In the late 60s and early 70s,several universities were set up in variousEuropean countries with the intention ofproviding an alternative to establishedinstitutions of higher education. The newuniversities were expected, amongst otherthings, to experiment with new forms ofleadership and management internally, giveteaching and learning higher priority, and tobe regional relevant institutions for the areain which they were located. The paper analysesto what extent three such universityestablishments: Aalborg University in Denmark,Maastricht University in the Netherlands andTromsø University in Norway have managed tomaintain and develop their alternative profileduring the last thirty years. The studysuggests that even though the universities insome areas have adapted to environmentalpressure, they have managed to keep theirprofile as innovative and alternative.  相似文献   

Novice and experienced instructional software developers: effects on materials created with instructional software templates     

Eddy W. Boot  Jeroen J. G. van Merri?nboer  Arja L. Veerman 《Educational technology research and development : ETR & D》2007,55(6):647-666

The development of instructional software is a complex process, posing high demands to the technical and didactical expertise of developers. Domain specialists rather than professional developers are often responsible for it, but authoring tools with pre-structured templates claim to compensate for this limited experience. This study compares instructional software products made by developers with low production experience (n = 6) and high production experience (n = 8), working with a template-based authoring tool. It is hypothesized that those with high production experience will be more productive and create software with a higher didactical quality than those with low production experience, whereas no differences with regard to technical and authoring quality are expected. The results show that the didactical quality was unsatisfactory and did not differ between groups. Nevertheless the templates compensated for differences in experience because the technical and authoring quality was equal for both groups, indicating that templates enable domain specialists to participate successfully in the production process.  相似文献   

Social Inequalities in Early School Leaving: The Role of Educational Institutions and the Socioeconomic Context     

Jeroen Lavrijsen  Ides Nicaise 《欧洲教育》2013,45(4):295-310

Reducing the number of early school leavers, those who quit education without at least a high school degree, is a key objective of educational policy throughout Europe. Previous research has shown that in particular youngsters from disadvantaged families face relatively high risks of school dropout. In this paper we use data from the 2009 ad hoc module of the Labour Force Survey to examine how macro-level determinants influence school dropout risks among different social groups. Our results indicate that both the design of the educational system (tracking age, extent of vocational education) and characteristics of the socioeconomic context (poverty rate, unemployment patterns) have an impact on the social distribution of school dropout risk.  相似文献   

The effect of delayed-JOLs and sentence generation on children’s monitoring accuracy and regulation of idiom study     

Mariëtte H. van Loon  Anique B. H. de Bruin  Tamara van Gog  Jeroen J. G. van Merriënboer 《Metacognition and Learning》2013,8(2):173-191

When studying verbal materials, both adults and children are often poor at accurately monitoring their level of learning and regulating their subsequent restudy of materials, which leads to suboptimal test performance. The present experiment investigated how monitoring accuracy and regulation of study could be improved when learning idiomatic phrases. Elementary school children (fourth and sixth-graders) were instructed to predict their test performance by providing judgments of learning (JOLs). They provided JOLs immediately after studying each idiom, after studying all idioms, or after studying all idioms followed by generating sentences in which the idioms were used. Correlations between JOLs and test performance showed that delayed-JOLs and delayed-JOLs with sentence generation were more accurate than immediate JOLs. JOLs after sentence generation also improved regulation of study compared to delayed-JOLs only. Analyses of JOL reaction times suggest that delayed-JOLs led children to retrieve the literal meaning of the idiom, whereas JOLs after sentence generation led children to focus on connections between studied information, contextual information, and prior knowledge. Sentence generation presents a promising method to improve regulation of study, and thus idiom learning.  相似文献   

Approach and avoidance motivation and achievement goals     

Paul A. Kirschner  Jeroen J.G. van Merriënboer 《教育心理学家》2013,48(3):169-183

This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital natives who form a generation of students knowing by nature how to learn from new media, and for whom “old” media and methods used in teaching/learning no longer work. The second legend is the widespread belief that learners have specific learning styles and that education should be individualized to the extent that the pedagogy of teaching/learning is matched to the preferred style of the learner. The final legend is that learners ought to be seen as self-educators who should be given maximum control over what they are learning and their learning trajectory. It concludes with a possible reason why these legends have taken hold, are so pervasive, and are so difficult to eradicate.  相似文献   

An educational regime: medical doctors,schoolmasters, jurists and the education of retarded and deprived children in the Netherlands around 1900     

Jeroen J. H. Dekker 《History of education》2013,42(3):255-268

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Toward a Synthesis of Cognitive Load Theory, Four-Component Instructional Design, and Self-Directed Learning     

Jeroen J. G. van Merriënboer  Dominique M. A. Sluijsmans 《Educational Psychology Review》2009,21(1):55-66

This article explores the opportunities to apply cognitive load theory and four-component instructional design to self-directed learning. Learning tasks are defined as containing three elements: learners must (a) perform the tasks, (b) assess their task performance, and (c) select future tasks for improving their performance. Principles to manage intrinsic and extraneous load for performing learning tasks, such as simple-to-complex ordering and fading-guidance strategies, are also applicable to assessing performance and selecting tasks. Moreover, principles to increase germane load, such as high variability and self-explanation prompts, are also applicable to assessment and selection. It is concluded that cognitive load theory and four-component instructional design provide a solid basis for a research program on self-directed learning.  相似文献   

Investigating efficacy expectancy as criterion for comparison of teacher- versus student-regulated learning in higher education     

Cornelis J. de Brabander  Jeroen S. Rozendaal  Rob L. Martens 《Learning Environments Research》2009,12(3):191-207

In this study, we assessed the feasibility of a specific elaboration of the efficacy construct, distinguishing between personal and contextual aspects, as a criterion for comparing learning environments. The participants were 163 students from two student-regulated and two teacher-regulated programs in higher education. We measured students’ perceptions of autonomy and various aspects of perceptions of efficacy in common learning tasks. Using principal components analyses, we assessed the structure of all the relevant variables. Subsequently, analyses of variance were performed with regulation source, discipline and grade level as factors. All variables emerged as separate scales with high internal consistency. Students in student-regulated programs reported a higher level of organisational efficacy expectancy, implying that these students perceived better organisational conditions for supporting their task performance. It is concluded that the distinction between personal and contextual aspects of efficacy is a promising distinction. However, a more fine-grained conceptualisation of teacher and student regulation is needed.  相似文献   

Managing heterogeneous knowledge: a theory of external knowledge integration     

Jeroen Kraaijenbrink  Fons Wijnhoven 《知识管理研究与实践》2008,6(4):274-286

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Variables Affecting Secondary School Students’ Willingness to Eat Genetically Modified Food Crops     

Jasmien Maes  Jeroen Bourgonjon  Godelieve Gheysen  Martin Valcke 《Research in Science Education》2018,48(3):597-618

A large-scale cross-sectional study (N = 4002) was set up to determine Flemish secondary school students’ willingness to eat genetically modified food (WTE) and to link students’ WTE to previously identified key variables from research on the acceptance of genetic modification (GM). These variables include subjective and objective knowledge about genetics and biotechnology, perceived risks and benefits of GM food crops, trust in information from different sources about GM, and food neophobia. Differences between WTE-related variables based on students’ grade level, educational track, and gender were analyzed. The students displayed a rather indecisive position toward GM food and scored weakly on a genetics and biotechnology knowledge test. WTE correlated most strongly with perceived benefits and subjective and objective knowledge. The results have clear implications for education, as they reiterate the need to strengthen students’ scientific knowledge base and to introduce a GM-related debate at a much earlier stage in their school career.  相似文献