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rss_1.0 Recursos de colección

Document Server@UHasselt (32.950 recursos)
Repository of the University of Hasselt containing publications in the fields of statistics, computer science, information strategies and material from the Institute for behavioural sciences.

Research - Optimization of learning and problem solving abilities

Mostrando recursos 1 - 19 de 19

1. Studietijd: Een Kernvariabele in actief en zelfstandig studeren - Doumen, Sarah; Masui, Chris; Broeckmans, Jan; Molenberghs, Geert
Alhoewel intuïtief verondersteld wordt dat meer studietijd gerelateerd is aan betere examenresultaten, blijkt dit niet altijd teruggevonden te worden in onderzoek. Aan onze universiteit werd de voorbije jaren met een nieuw meetinstrument verder onderzoek gevoerd naar a) de betekenis van studietijd voor examenresultaten van eerstejaarsstudenten (naast en bovenop andere relevante variabelen) en b) student- en vakkenmerken die studietijd stimuleren. Onze belangrijkste bevindingen worden hier op een rijtje gezet.

2. Eindrapport:Project studietijdmeting - Masui, Chris; Peters, Ilse; Jacobs, Inge; Maelstaf, Monique; Vandenreyt, Ingrid; Vandersteen, Marjan; Thys, Isabel; Saenen, Ilse; Lambrechts, Danny; Vandervorst, Carine; Vossen, G.
Reeds jaren wordt er in de Universiteit Hasselt aandacht besteed aan de bewaking van de studeerbaarheid van curricula. Dit vormt een belangrijk onderdeel van de interne kwaliteitszorg. Hierbij werden diverse technieken gebruikt. Vanaf 2001-2002 werd o.m. gewerkt met een tijdschrijfagenda. Het manueel verzamelen, ingeven en verwerken van de data was echter bijzonder arbeidsintensief. Hierdoor groeide de behoefte aan een systematische en elektronische vorm van studietijdbeheer. Dit project werd ingediend in het kader van de convenantfinanciering. Sinds januari 2003 is er een werkgroep opgericht met als doel de ontwikkeling van een elektronische applicatie en de bevordering van de verspreiding van deze...

3. Do diligent students perform better? Complex relations between student and course characteristics, study time, and academic performance in higher education - Masui, Chris; Broeckmans, Jan; Doumen, Sarah; Groenen, Anne; Molenberghs, Geert
Research has reported equivocal results regarding the relationship between study time investment and academic performance in higher education. In the setting of the active, assignment-based teaching approach at Hasselt University (Belgium), the present study aimed (a) to further clarify the role of study time in academic performance, while taking into account student characteristics (e.g., gender, prior domain knowledge), and (b) to examine the relation between a number of student and course characteristics and study time. Data included course-specific study time recordings across the entire term, grades for 14 courses, expert ratings of six course characteristics, and other data from the...

4. Study time and academic performance: A conditional relation? - Doumen, Sarah; Broeckmans, Jan; Masui, Chris
Aim: Study results depend on many interacting factors, including students’ and teachers’ personal characteristics, their conceptions, preferences and strategies with respect to learning and teaching, and contextual variables (e.g., Biggs, 2001; Broekkamp & Van Hout-Wolters, 2007). The current study aims to specify the role and place of study time (ST) in this complex set of variables and relationships in a self-regulated learning environment. Although, intuitively, more ST is expected to result in higher performance, research results have been inconsistent (Stinebrickner & Stinebrickner, 2004). In some cases, ST has been shown to predict academic performance beyond a myriad of intellective (e.g.,...

5. The role of affective - motivational factors in freshmen’s study time investment - Doumen, Sarah; Broeckmans, Jan; Masui, Chris
The current study investigates whether affective-motivational factors predict study time investment. More specifically, we examined whether self-study time, regularity of self-study, and class attendance are related to self-efficacy, learning goal orientation (Dweck, 1999), causal attribution of poor performance, and different aspects of action-orientation (disengaging vs. being preoccupied with failure; taking initiative vs. hesitating, being persistent vs. being easily distracted; Kuhl, 1994). 323 freshmen of business economics (Hasselt University, Belgium) participated. Students recorded their study time for a particular course at least weekly for the entire duration of the term. Affective-motivational factors regarding the course were measured by a student questionnaire....

6. De rol van affectief-motivationele factoren voor geïnvesteerde studietijd bij eerstejaarsstudenten - DOUMEN, Sarah; BROECKMANS, Jan; MASUI, Chris
De hoeveelheid tijd die studenten investeren in zelfstudie en het volgen van lessen werd herhaaldelijk gelinkt aan behaalde examenresultaten (Credé, Roch, & Kieszczynka, 2010; Stinebrickner & Stinebrickner, 2004). Studenten verschillen aanzienlijk in de hoeveelheid tijd die ze investeren. Onderzoek naar studentkenmerken die deze individuele verschillen kunnen verklaren toonde bijvoorbeeld aan dat studenten die een hogere cognitieve vaardigheid hebben, minder tijd investeren (Plant, Ericsson, Hill, & Asberg, 2005), terwijl vrouwen meer tijd besteden aan hun studies (Brint & Cantwell, 2010). Doelstelling van onze paper is om na te gaan welke affectief-motivationele factoren studietijdinvestering voorspellen. In navolging van Boeckaerts (1996) veronderstellen we...

7. Gender aspect of teachers-pupils interaction and the self-image of girls - de Munter, A.; MASUI, Chris

8. Leervaardigheid bevorderen in het hoger onderwijs: een ontwerponderzoek bij eerstejaarsstudenten - MASUI, Chris

9. Enhancing learning and problem solving skills: orienting and self-judging, two powerful and trainable learning tools - MASUI, Chris; De Corte, E
In this study we report on orienting and self-judging as study and problem-solving activities or learning tools. We examine their trainability and their effect on academic performance. These questions are pare of a research project aimed at improving metacognitive knowledge as well as affective, conative and regulation skills. A design experiment with 141 freshmen in business economics was set up. The experimental treatment consisted of an integrated set of instructional conditions which were operationalized in a series of sessions and practice and transfer tasks. The results show that after the intervention students of the experimental group had more knowledge about...

10. The CLIA-model: A framework for designing powerful learning environments for thinking and problem solving - De Corte, E; Verschaffel, L; MASUI, Chris
A major challenge for education and educational research is to build on our present understanding of learning for designing environments for education that are conducive to fostering in students self-regulatory and cooperative learning skills, transferable knowledge, and a disposition toward competent thinking and problem solving. Taking into account inquiry-based knowledge on learning and recent instructional research, this article presents the CLIA-model (Competence, Learning, Intervention, Assessment) as a framework for the design of learning environments aimed to be powerful in eliciting in students learning processes that facilitate the acquisition of productive knowledge and competent learning and thinking skills. Next, two intervention...

11. Learning to reflect and to attribute constructively as basic components of self-regulated learning - MASUI, Chris; De Corte, E
Background. Higher education is facing a number of problems: adjusting to larger and more heterogeneous student populations, increasing the number of graduating students, and preparing for lifelong learning. Improving learning competence can make a substantial contribution to solving each of these major concerns. The growing knowledge base on self-regulated learning was taken as one of the main starting points for our study. Aims. In this article we report on reflection and attribution as basic components of self-regulated learning. We examine their trainability and their effect on academic performance. This study is part of a wider research project aimed at improving...

12. Van vraag tot tekst : praktische leidraad voor literatuurverslagen - RAEDTS, Mariet; MASUI, Chris

13. Affective-motivational factors predicting freshmen's study time investment - DOUMEN, Sarah; MASUI, Chris; BROECKMANS, Jan
Students significantly differ in the amount of time devoted to studying. Female students have been shown to work harder (Brint & Cantwell, 2010), whereas students with higher scores on general cognitive ability and prior learning tests invest less study time (Plant, Ericsson, Hill, & Asberg, 2005). But what about variables with a strong affective-motivational component? The current study aimed to examine whether study time is related to self-efficacy, learning goal orientation (Dweck, 1999), and different aspects of action-orientedness (disengaging from a task rather than being preoccupied with failure and setbacks; easily initiating work on a task rather than hesitating to start working; being persistent until completion of...

14. Study time and academic performance: A conditional relation? - DOUMEN, Sarah; BROECKMANS, Jan; MASUI, Chris
Study results depend on many interacting factors, including students’ and teachers’ personal characteristics, their conceptions, preferences and strategies with respect to learning and teaching, and contextual variables (e.g., Biggs, 2001; Broekkamp & Van Hout-Wolters, 2007). The current study aims to specify the role and place of study time (ST) in this complex set of variables and relationships in a self-regulated learning environment. Although, intuitively, more ST is expected to result in higher performance, research results have been inconsistent (Stinebrickner & Stinebrickner, 2004). In some cases, ST has been shown to predict academic performance beyond a myriad of intellective (e.g., high...

15. Enhancing the learning proficiency of students in higher education - De Corte, E; MASUI, Chris
Higher education is facing world-wide a number of problems such as: adjusting to larger and more homogeneous student populations, increasing the number of graduating students, and preparing them for lifelong learning. Enhancing students' learning proficiency can make a substantial contribution to solving each of these major concerns. Taking the growing knowledge base on self-regulated learning as a background, this article presents a project that aimed at the design and evaluation of a powerful learning environment for improving university's freshmen's learning proficiency. More specifically the intervention in this environment focused on the trainability of four cognitive (orienting, planning, self-testing, and reflecting),...

16. Design and evaluation of a learning environment for self-regulation strategies: An intervention study in higher education. - De Corte, E; MASUI, Chris
The literature shows convincingly that metacognitive knowledge and a large variety of cognitive as well as affective and motivational self-regulation skills have a substantial effect on students' learning processes and outcomes (Masui 2002), and, thus, constitute important components of competence in a content domain. Taking this into account we designed a learning environment aiming at improving university freshmen's competence and learning proficiency by acquiring integratively eight self-regulation skills. As a whole the learning environment embodies major components of the CLIA-model (Competence, Learning, Intervention, Assessment), a framework for the design of powerful learning environments (De Corte, Verschaffel & Masui 2004). The...

17. Presteren ijverige studenten beter? De complexe relatie tussen studentkenmerken, studietijd en studieresultaat. - GROENEN, Anne; MASUI, Chris; BROECKMANS, Jan; MOLENBERGHS, Geert
Begeleide zelfstudie is een richtinggevend concept in het huidige universitair onderwijs. Ervaringen uit de onderwijspraktijk en de studiebegeleiding leren dat de (meer)waarde van dit onderwijsconcept in belangrijke mate afhangt van de kwaliteit, maar zeker ook van de kwantiteit van de studie-inspanningen. Centrale doelstellingen van het hier gerapporteerde onderzoek zijn het construeren en valideren van een model van leren dat de relaties in kaart brengt tussen studietijd en studieresultaat en andere beïnvloedende variabelen. In deze paper wordt verslag gedaan van de eerste onderzoeksresultaten voor de volgende onderzoeksvragen: (1) In welke mate heeft de geïnvesteerde studietijd een invloed op het studieresultaat? (2) Wat...

18. Study Time: A Key Variable in Self-Regulated Learning. - BROECKMANS, Jan; GROENEN, Anne; MASUI, Chris
education indicate that study time may have substantial impact on academic performance. Research on the role of study time in learning processes is scarce, however. The present study aims at constructing and validating a theoretical model of the impact of study time and other variables on study results in self-regulated learning environments in university education. The model includes study results as the dependent variable, study time as an intervening variable and different student variables and characteristics of the instructional setting as independent variables. The main data source is a web based tool for recording study time. Data collected with this...

19. Van vraag tot tekst : praktische leidraad voor literatuurverslagen - RAEDTS, Mariet [1267]; MASUI, Christiane [702]

 

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