Search results for author:"Mien Segers"
Total records matched: 21 Search took: 0.107 secs
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Transfer of training: Adding insight through social network analysis
Piet Van den Bossche; Mien Segers
Educational Research Review Vol. 8, No. 1 (January 2013) pp. 37–47
This article reviews studies which apply a social network perspective to examine transfer of training. The theory behind social networks focuses on the interpersonal mechanisms and social structures that exist among interacting units such as people...
Language: English
Topics: Social Studies
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The extent of variability in learning strategies and students' perceptions of the learning environment
Jan Nijhuis; Mien Segers; Wim Gijselaers
Learning and Instruction Vol. 18, No. 2 (April 2008) pp. 121–134
The variability in deep and surface learning has been discussed as part of the trait vs. state debate. However, the question is to what extent students change strategies as a function of course demands. This study focused on discerning subgroups of...
Language: English
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The Impact of Hierarchical Positions on Communities of Learning
Martin Rehm; Wim Gijselaers; Mien Segers
International Journal of Computer-Supported Collaborative Learning Vol. 10, No. 2 (June 2015) pp. 117–138
"Communities of Learning" (CoL) are an innovative methodological tool to stimulate knowledge creation and diffusion within organizations. However, past research has largely overlooked how participants' hierarchical positions influence...
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Constructivist Learning Environments and the (Im)possibility to Change Students' Perceptions of Assessment Demands and Approaches to Learning
David Gijbels; Mien Segers; Elke Struyf
Instructional Science: An International Journal of the Learning Sciences Vol. 36, No. 5 (September 2008) pp. 431–443
Recent research shows that, as students interpret the demands of the assessment tasks, they vary their approaches to learning in order to cope with the assessment tasks. Three research questions are central in the present paper: (1) Do students who...
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Factors affecting students’ self-efficacy in higher education
Mart van Dinther; Filip Dochy; Mien Segers
Educational Research Review Vol. 6, No. 2 pp. 95–108
Researchers working in educational settings are increasingly paying attention to the role students’ thoughts and beliefs play in the learning process. Self-efficacy, a key element of social cognitive theory, appears to be an important variable...
Language: English
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The contribution of assessment experiences to student teachers' self-efficacy in competence-based education
Mart van Dinther; Filip Dochy; Mien Segers
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 49, No. 1 (July 2015) pp. 45–55
Earlier research argues that educational programmes based on social cognitive theory are successful in improving students' self-efficacy. Focussing on some formative assessment characteristics, this qualitative research intends to study in-depth how ...
Language: English
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Understanding how a case-based assessment instrument influences student teachers’ learning approaches
Mien Segers; Rob Martens; Piet Van den Bossche
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 7 (October 2008) pp. 1751–1764
In order to stimulate student teachers to thoroughly comprehend the main variables influencing their work, teaching and assessment strategies in teacher education have changed significantly. One of the changes in the assessment of student teachers...
Language: English
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A Dynamic Analysis of Why Learners Develop a Preference for Autonomous Learners in Computer-Mediated Communication
Bart Rienties; Dirk Tempelaar; Bas Giesbers; Mien Segers; Wim Gijselaers
Interactive Learning Environments Vol. 22, No. 5 (2014) pp. 631–648
A large number of studies in CMC have assessed how social interaction, processes and learning outcomes are intertwined. The present research explores how the degree of self-determination of learners, that is the motivational orientation of a learner,...
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Peer assessment for learning from a social perspective: The influence of interpersonal variables and structural features
Nanine A.E. van Gennip; Mien S.R. Segers; Harm H. Tillema
Educational Research Review Vol. 4, No. 1 pp. 41–54
This paper reports a systematic literature review examining empirical studies on the effects of peer assessment for learning. Peer assessment is fundamentally a social process whose core activity is feedback given to and received from others, aimed...
Language: English
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Effects of problem-based learning: a meta-analysis
Filip Dochy; Mien Segers; Piet Van den Bossche; David Gijbels
Learning and Instruction Vol. 13, No. 5 (2003) pp. 533–568
This meta-analysis has two aims: (a) to address the main effects of problem based learning on two categories of outcomes: knowledge and skills; and (b) to address potential moderators of the effect of problem based learning. We selected 43 articles...
Language: English
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Towards a contextualized model of team learning processes and outcomes
Selma Van der Haar; Mien Segers; Karen A. Jehn
Educational Research Review Vol. 10, No. 1 (December 2013) pp. 1–12
Existing review studies on team learning present integrated models, suggesting general applicability to any team. However, such models neglect the influence of the team type and its developmental stages. These context-specific characteristics may...
Language: English
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Peer assessment as a collaborative learning activity: The role of interpersonal variables and conceptions
Nanine A.E. van Gennip; Mien S.R. Segers; Harm H. Tillema
Learning and Instruction Vol. 20, No. 4 pp. 280–290
The present study examined the role of interpersonal variables (psychological safety, value diversity, interdependence, and trust) and conceptions of peer assessment in vocational education. An intervention was conducted (
Language: English
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Feedback, a powerful lever in teams: A review
Catherine Gabelica; Piet Van den Bossche; Mien Segers; Wim Gijselaers
Educational Research Review Vol. 7, No. 2 (June 2012) pp. 123–144
This paper reviews the literature on the effects of feedback provided to teams in higher education or organizational settings. This review (59 empirical articles) showed that most of the feedback applications concerned “knowledge of results” ...
Language: English
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Team Learning: Building Shared Mental Models
Piet Van den Bossche; Wim Gijselaers; Mien Segers; Geert Woltjer; Paul Kirschner
Instructional Science: An International Journal of the Learning Sciences Vol. 39, No. 3 (May 2011) pp. 283–301
To gain insight in the social processes that underlie knowledge sharing in teams, this article questions which team learning behaviors lead to the construction of a shared mental model. Additionally, it explores how the development of shared mental...
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Understanding Informal Feedback Seeking in the Workplace: The Impact of the Position in the Organizational Hierarchy
Janine van der Rijt; Piet Van den Bossche; Mien S. R. Segers
European Journal of Training and Development Vol. 37, No. 1 (2013) pp. 72–85
Purpose: The purpose of this study is to investigate whether the position of employees in the organizational hierarchy is important in explaining their feedback seeking behaviour. Design/methodology/approach: This study takes a social network...
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Cognitive Effects of an Authentic Computer-Supported, Problem-Based Learning Environment
Jos A. R. Arts; Wim H. Gijselaers; Mien S. R. Segers
Instructional Science: An International Journal of the Learning Sciences Vol. 30, No. 6 (2002) pp. 465–95
Examines the redesign of a problem-based learning (PBL) course and its effects on students' cognitive learning outcomes in a college business course in the Netherlands. Compares the regular PBL course with the new authentic learning environment that ...
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The role of scaffolding and motivation in CSCL
Bart Rienties; Bas Giesbers; Dirk Tempelaar; Simon Lygo-Baker; Mien Segers; Wim Gijselaers
Computers & Education Vol. 59, No. 3 (November 2012) pp. 893–906
Recent findings from research into Computer-Supported Collaborative Learning (CSCL) have indicated that not all learners are able to successfully learn in online collaborative settings. Given that most online settings are characterised by minimal...
Language: English
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Social Presence, Web Videoconferencing and Learning in Virtual Teams
Bas Giesbers; Bart Rienties; Wim H. Gijselaers; Mien Segers; Dirk T. Tempelaar
Industry and Higher Education Vol. 23, No. 4 (August 2009) pp. 301–309
The potential of information technology to facilitate collaboration in education has grown considerably in recent years. The use of Web videoconferencing, whereby learners in an online classroom can simultaneously collaborate using audiovisual...
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Enhancing Problem-Solving Expertise by Means of an Authentic, Collaborative, Computer Supported and Problem-Based Course
Jos A. R. Arts; Wim H. Gijselaers; Mien S. R. Segers
European Journal of Psychology of Education Vol. 21, No. 1 (2006) pp. 71–90
Instructional designs, embedding learning in meaningful contexts such as problem-based learning (PBL) are increasingly used for fostering expertise to prepare students for the demands of the future workplace. However, cognitive outcomes of these...
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How experts deal with novel situations: A review of adaptive expertise
Katerina Bohle Carbonell; Renée E. Stalmeijer; Karen D. Könings; Mien Segers; Jeroen J.G. van Merriënboer
Educational Research Review Vol. 12, No. 1 (June 2014) pp. 14–29
Adaptive expertise allows individuals to perform at a high level in the face of changing job tasks and work methods, setting it apart from routine expertise. Given the increased need for flexibility in the workplace, adaptive expertise is...
Language: English
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Reconsidering group cognition: From conceptual confusion to a boundary area between cognitive and socio-cultural perspectives?
Sanne Akkerman; Piet Van den Bossche; Wilfried Admiraal; Wim Gijselaers; Mien Segers; Robert-Jan Simons; Paul Kirschner
Educational Research Review Vol. 2, No. 1 (2007) pp. 39–63
Various strands of research in educational, social and organizational psychology focus on structures of collectively created meaning that emerge in and coordinate activities of groups. Despite expanding, this field still lacks conceptual clarity,...
Language: English