排序方式: 共有53条查询结果,搜索用时 31 毫秒
21.
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
22.
Albert W.M. Hoogveld Fred Paas Wim M.G. Jochems Jeroen J.G. Van Merriënboer 《Instructional Science》2002,30(4):291-305
Curricular changes in higher vocationaleducation have rendered teachers' instructionaldesign activities increasingly important. Usinga repertory grid technique, this paper sets outto analyse current design activities of tenteacher trainers. Their actual approach iscompared with an instructional systems design(ISD) approach and related to innovativeteacher roles. Teachers' activities show animbalance in two ID phases, that is problemanalysis and evaluation. The results suggestthat they attempt to translate curricular goalsdirectly into concrete lessons and they payrelatively little attention to evaluation. Inline with this finding, they underrate the twoinnovative teacher roles of the `diagnostician'and the `evaluator'. It is argued thatimbalanced or incomplete design approaches andperceived roles may hinder innovation ineducation. Implications for the support ofteachers' design activities are discussed. 相似文献
23.
Jeroen J. G. van Merriënboer Rob Martens 《Educational technology research and development : ETR & D》2002,50(4):5-9
Modern instructional theories are characterized by their focus on rich, multidisciplinary and often collaborative learning
tasks that are somehow representative for authentic, real life tasks. This new view on learning heavily increases the complexity
of the design process and the resulting instructional systems. It is argued that computer-based instructional design (ID)
tools may help to deal with this growing complexity. A framework to distinguish different kinds of ID tools is presented.
This framework is then used to introduce the contributions to this special issue. 相似文献
24.
Heba A. Mohtady Karen D. Könings Jeroen J. G. van Merriënboer 《Mentoring & Tutoring: Partnership in Learning》2016,24(4):306-317
Informal mentoring is based on a natural match between a junior individual and a senior one who share mutual interests. It usually aids in the professional and personal development of both parties involved. We reviewed the literature regarding factors that make informal mentoring effective within the medical realm, by searching a major academic search engine, Web of Knowledge, for the term “informal mentor*”. Our main research questions concerned the factors that lead to a successful informal mentorship process. A salient finding arising is that the success of informal mentorships hinges on the communication skills of mentor and protégé, their level of commitment, and the chemistry between the partakers. Good informal mentorships impose requirements on both mentors and protégés and rest on shared expectations. 相似文献
25.
Inge Placklé Karen D. Könings Wolfgang Jacquet Arno Libotton Jeroen J. G. van Merriënboer Nadine Engels 《Educational studies》2018,44(1):26-44
Students’ educational engagement is both an important predictor of study success and a key preventive factor for dropout. Vocational tracks in secondary education show high dropout rates. There is strong evidence that the solution to educational disengagement lies in student‐centred, powerful learning environments (PLEs). This study investigates characteristics of PLEs from the perspective of students in vocational secondary education. Students’ perspectives on a learning environment are crucial for their satisfaction and learning engagement. Therefore, we investigated whether the perceived learning environment meets the requirements of PLEs, and to what extent it meets students’ preferences. Additionally, it was investigated whether students who perceive their learning environment as more powerful, are also more engaged for school. Survey data of 532 students showed that student perceptions of their current learning environment were largely discrepant from the characteristics of PLEs. Students strongly asked for more challenging learning pathways, in combination with adaptive learning support. Students who perceived the characteristics of PLEs as being present, reported higher satisfaction and stronger engagement than students who perceived their education to be a less powerful environment. There is a need to redesign curricula in vocational education in such a way that these more intensely implement characteristics of PLEs. 相似文献
26.
Greet M.J. Fastré Marcel R. van der Klink Dominique Sluijsmans Jeroen J.G. van Merriënboer 《Assessment & Evaluation in Higher Education》2013,38(5):611-630
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integrated model for developing sustainable assessment skills, consisting of three components: conditions necessary for the development of sustainable assessment skills, elements of sustainable assessment and instructional methods for guiding students in the development of sustainable assessment skills. The article concludes with suggestions for future research to further develop the proposed model. 相似文献
27.
Pascal W. M. Van Gerven Fred G. W. C. Paas Jeroen J. G. Van Merriënboer Henk G. Schmidt 《Educational gerontology》2013,39(6):503-521
The purpose of this article is to explore the advantages of instructional formats based on cognitive load theory for elderly learners engaged in the acquisition of complex cognitive skills. A great body of research has demonstrated that cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of cognitive load theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive load theory claims that this can be achieved by minimizing the level of extraneous cognitive load, which is the portion of load that does not contribute to schema acquisition, and by maximizing the level of germane cognitive load, which directly contributes to the construction of cognitive schemata. Since instructions based on cognitive load theory deal with cognitive limitations, in that they lead to an efficient use of the available resources, it was hypothesized that they are especially effective when elderly people are involved. This idea was analyzed by means of a framework merging cognitive load theory with the aforementioned research findings concerning cognitive aging. It was concluded that cognitive load theory, enabling elderly people to acquire new complex skills, can be regarded as an essential guide for educational gerontology. 相似文献
28.
29.
Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills 总被引:1,自引:0,他引:1
Wendy Kicken Saskia Brand-Gruwel Jeroen van Merri?nboer Wim Slot 《Instructional Science》2009,37(5):453-473
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 3 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. 相似文献
30.
Karen D. K?nings Saskia Brand-Gruwel Jeroen J. G. van Merri?nboer 《Instructional Science》2011,39(5):737-762
Students’ perceptions of instruction are important because they direct the learning of students. The fact that teachers have
only limited knowledge of these perceptions is likely to threaten the effectiveness of learning, because congruence between
interpretations of an instructional intervention is necessary for its optimal use. This study examines participatory design
as a strategy for taking student perceptions into account in instructional re/design. Participatory design meetings of groups
of teachers and seven co-designing students in a secondary education setting identified changes to improve the regular education
process. The results on changes in student perceptions, perceived-desired discrepancy, and teacher–student disagreement showed
some improvement for the co-designers but, unexpectedly, limited or even negative effects for the non-co-designing students.
Possible causes are discussed. Participatory design seems to have potential for improving education, but further research
is needed. 相似文献