Search results for author:"Jeroen J. G. van Merrienboer"
Total records matched: 23 Search took: 0.105 secs
You may get more results with author:"Jeroen J. G. van Merrienboer".
An Experimental Study on the Effects of a Simulation Game on Students' Clinical Cognitive Skills and Motivation
Mary E. W. Dankbaar; Jelmer Alsma; Els E. H. Jansen; Jeroen J. G. van Merrienboer; Jan L. C. M. van Saase; Stephanie C. E. Schuit
Advances in Health Sciences Education Vol. 21, No. 3 (2016) pp. 505–521
Simulation games are becoming increasingly popular in education, but more insight in their critical design features is needed. This study investigated the effects of fidelity of open patient cases in adjunct to an instructional e-module on students' ...
Participatory Instructional Redesign by Students and Teachers in Secondary Education: Effects on Perceptions of Instruction
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 5 (September 2011) pp. 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...
The Effects of Portfolio-Based Advice on the Development of Self-Directed Learning Skills in Secondary Vocational Education
Educational Technology Research and Development Vol. 57, No. 4 (August 2009) pp. 439–460
This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self...
Novice and Experienced Instructional Software Developers: Effects on Materials Created with Instructional Software Templates
Educational Technology Research and Development Vol. 55, No. 6 (December 2007) pp. 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...
Educational Technology Research and Development Vol. 55, No. 4 (August 2007) pp. 347–368
This article describes the design and formative evaluation of a Web-based tool that supports curriculum developers in constructing competence maps. Competence maps describe final attainment levels of educational programs in terms of--interrelated-...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 6 (August 2007) pp. 985–997
Educational designers often develop a ‘powerful learning environment’ that is subsequently implemented by teachers. Due to a lack of cooperation with teachers they may receive limited feedback on the quality of their design and the way it is...
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 5 (September 2006) pp. 399–422
Modern education emphasizes the need to flexibly personalize learning tasks to individual learners. This article discusses a personalized task-selection model with shared instructional control based on two current tendencies for the dynamic...
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 3 (May 2006) pp. 189–211
Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an...
A Motivational Perspective on the Relation Between Mental Effort and Performance: Optimizing Learner Involvement in Instruction
Educational Technology Research and Development Vol. 53, No. 3 (2005) pp. 25–34
Motivation can be identified as a dimension that determines learning success and causes the high dropout rate among online learners, especially in complex e-learning environments. It is argued that these learning environments represent a new...
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 3 (May 2004) pp. 233–252
This study in the domain of statistics compares four information presentation formats in a 2 x 2 factorial design: timing of supportive information (before or during task practice) ? timing of procedural information (before or during task practice). ...
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 83–98
The research on worked examples has shown that for novices, studying worked examples is often a more effective and efficient way of learning than solving conventional problems. This theoretical paper argues that adding process-oriented information...
Mental Effort and Performance as Determinants for the Dynamic Selection of Learning Tasks in Air Traffic Control Training
Instructional Science: An International Journal of the Learning Sciences Vol. 32, No. 1 (January 2004) pp. 153–172
The differential effects of four task selection methods on training efficiency and transfer in computer-based training for Air Traffic Control were investigated. A non-dynamic condition, in which the learning tasks were presented to the participants ...
Educational Technology Research and Development Vol. 50, No. 4 (2002) pp. 5–9
Discussion of modern instructional theories focuses on the use of computer-based instructional design tools to help deal with the growing complexity of the design process and the resulting instructional systems. Presents a framework to distinguish...
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 4 (2002) pp. 291–305
Discusses curricular changes in Dutch teacher training colleges and analyzes current instructional design activities of teacher trainers using a repertory grid technique. Their actual approaches are compared to instructional systems design...
Educational Technology Research and Development Vol. 50, No. 4 (2002) pp. 47–58
Describes a set of computerized tools that support the instructional design and evaluation of competency-based training programs. Discusses authentic whole-task practice situations; the 4C/ID* methodology; an evaluation tool that supports the...
Educational Technology Research and Development Vol. 50, No. 2 (2002) pp. 39–64
Describes the four-component instructional design system (4C/ID-model) developed for the design of training programs for complex skills. Discusses the structure of training blueprints for complex learning and associated instructional methods,...
Instructional Science: An International Journal of the Learning Sciences Vol. 29, No. 4 (2001) pp. 429–41
Explains three worlds of instructional design: the world of knowledge, including knowledge structures and instructional strategies; the world of learning, including learning processes; and the world of work, focusing on real life task performance....
Educational Technology Research and Development Vol. 49, No. 3 (2001) pp. 87–103
Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process...
Journal of Computer Assisted Learning Vol. 16, No. 4 (2000) pp. 366–75
Discusses the contributions to this special issue within an instructional design framework; examines three major trends that indicate a shift in focus; and concludes that software training is at an end since it is no longer fundamentally different...
Journal of Educational Computing Research Vol. 8, No. 3 (1992) pp. 365–94
Discusses strategies for teaching elementary computer programing and describes a study that used two instructional strategies in a computer-based training program designed to teach turtle graphics programing techniques to novice undergraduate...
Journal of Educational Computing Research Vol. 6, No. 3 (1990) pp. 265–85
Describes study of Dutch high school students that compared instructional strategies in a computer programing course. Completion strategy, which emphasized the modification and extension of existing programs, was compared with generation strategy,...
Instructional Strategies for Teaching Computer Programming: Interactions with the Cognitive Style Reflection-Impulsivity
Journal of Research on Computing in Education Vol. 23, No. 1 (1990) pp. 45–53
Describes two experiments, one with undergraduates and one with high school students, that tested instructional strategies for teaching computer programing. The cognitive styles of impulsivity and reflection are examined, completion strategy versus...
Automation and Schema Acquisition in Learning Elementary Computer Programming: Implications for the Design of Practice
Computers in Human Behavior Vol. 6, No. 3 (1990) pp. 273–89
Discussion of computer programing at the secondary level focuses on automation and schema acquisition as two processes important in learning cognitive skills such as programing. Their effects on learning outcomes and transfer of training are...