Search results for author:"Rob Martens"
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The problem arena of researching computer supported collaborative learning: Introduction to the special section
Martin Valcke; Rob Martens
Computers & Education Vol. 46, No. 1 (January 2006) pp. 1–5
In this introduction to the special section, research in relation to asynchronous discussions in computer supported collaborative learning (CSCL) environments is analysed from a methodological perspective. The discussion centres on three quality...
Language: English
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Internet Based Formative Prior Knowledge Assessment
Rob Martens; Henry Hermans
Studies in Educational Evaluation Vol. 26, No. 3 (2000) pp. 245–58
Developed seven Internet-delivered tests of prior knowledge for distance education students in the Netherlands interested in gaining information about future studies. Analysis of 151 responses received through the Web site showed student...
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Elicitation Support Requirements of Multi-Expertise Teams
Marlies Bitter-Rijpkema; Rob Martens; Wim Jochems
Journal of Interactive Learning Research Vol. 16, No. 2 (April 2005) pp. 133–154
Tools to support knowledge elicitation are more and more used in situations where employees or students collaborate using the computer. Studies indicate that there exist differences between experts and novices regarding their methods of work and...
Topics: collaborative learning, Cognition, problem solving, Teaching Methods, Knowledge Management, Computer-supported collaborative learning, Distributed learning
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Towards a unified theory of task-specific motivation
Cornelis J. de Brabander; Rob L. Martens
Educational Research Review Vol. 11, No. 1 (January 2014) pp. 27–44
This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types...
Language: English
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The Innovative Use of ICT in Methodology and Statistics Education
Rob Martens; Hannelore Dekeyeser; Tjaart Imbos
Staff and Educational Development International Vol. 3, No. 1 (1999) pp. 85–101
Discusses the problems of providing methodology and statistics (higher) education (MSE) to students for whom these subjects are merely of auxiliary interest relative to their major course of study. Examines the role of computer-based education and...
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New Learning Design in Distance Education: The Impact on Student Perception and Motivation
Rob Martens; Theo Bastiaens; Paul A. Kirschner
Distance Education Vol. 28, No. 1 (May 2007) pp. 81–93
Many forms of e-learning (such as online courses with authentic tasks and computer-supported collaborative learning) have become important in distance education. Very often, such e-learning courses or tasks are set up following constructivist design ...
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Computer-Based Tools for Instructional Design: An Introduction to the Special Issue
Jeroen J. G. van Merrienboer; Rob Martens
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...
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Web-Based Support for Constructing Competence Maps: Design and Formative Evaluation
Angela Stoof; Rob L. Martens; Jeroen J. G. van Merrienboer
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-...
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Using the Personal Competence Manager as a Complementary Approach to IMS Learning Design Authoring
Hubert Vogten; Rob Koper; Harrie Martens; Jan van Bruggen
Interactive Learning Environments Vol. 16, No. 1 (April 2008) pp. 83–100
In this article TENCompetence will be presented as a framework for lifelong competence development. More specifically, the relationship between the TENCompetence framework and the IMS Learning Design (LD) specification is explored. LD authoring has...
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The Design of Competency-Based Performance Assessment in E-Learning
Dominique M. A. Sluijsmans; Frans J. Prins; Rob L. Martens
Learning Environments Research Vol. 9, No. 1 (April 2006) pp. 45–66
This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable ...
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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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Motivated Learning with Digital Learning Tasks: What about Autonomy and Structure?
Anne-Marieke van Loon; Anje Ros; Rob Martens
Educational Technology Research and Development Vol. 60, No. 6 (December 2012) pp. 1015–1032
In the present study, the ways in which digital learning tasks contribute to students' intrinsic motivation and learning outcomes were examined. In particular, this study explored the relative contributions of autonomy support and the provision of...
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Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation
Karin Smit; Cornelis J. de Brabander; Rob L. Martens
Scandinavian Journal of Educational Research Vol. 58, No. 6 (2014) pp. 695–712
In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was...
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Effects of Web-Based Support for the Construction of Competence Maps
Angela Stoof; Rob L. Martens; Jeroen J. G. van Merrienboer
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...
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Designing Digital Problem Based Learning Tasks that Motivate Students
Anne-Marieke van Loon; Anje Ros; Rob Martens
Journal of Technology and Teacher Education Vol. 21, No. 4 (October 2013) pp. 409–432
This study examines whether teachers are able to apply the principles of autonomy support and structure support in designing digital problem based learning (PBL) tasks. We examine whether these tasks are more autonomy- and structure-supportive and...
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Functions, use and effects of embedded support devices in printed distance learning materials
Rob Martens; Martin Valcke; Patricia Poelmans; Muriel Daal
Learning and Instruction Vol. 6, No. 1 (1996) pp. 77–93
In distance education, the design and elaboration of the learning materials are of prime importance. Despite the potential of new information technologies, printed learning materials are still the dominant delivery format. To support the learning...
Language: English
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CopperCore Service Integration
Hubert Vogten; Harrie Martens; Rob Nadolski; Colin Tattersall; Peter van Rosmalen; Rob Koper
Interactive Learning Environments Vol. 15, No. 2 (August 2007) pp. 171–180
In an e-learning environment there is a need to integrate various e-learning services like assessment services, collaboration services, learning design services and communication services. In this article we present the design and implementation of...
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Content analysis: What are they talking about?
Jan-Willem Strijbos; Rob L. Martens; Frans J. Prins; Wim M.G. Jochems
Computers & Education Vol. 46, No. 1 (January 2006) pp. 29–48
Quantitative content analysis is increasingly used to surpass surface level analyses in computer-supported collaborative learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of...
Language: English
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Exploring the value of peer feedback in online learning for the provider
Esther van Popta; Marijke Kral; Gino Camp; Rob L. Martens; P. Robert-Jan Simons
Educational Research Review Vol. 20, No. 1 (February 2017) pp. 24–34
This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was...
Language: English
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The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning
Karin Smit; Cornelis. J. de Brabander; Monique Boekaerts; Rob. L. Martens
International Journal of Educational Research Vol. 82, No. 1 (2017) pp. 124–134
In this research we studied studentś use of motivational strategies as mediator between motivational beliefs and motivational engagement. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a self-report...
Language: English
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Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style
Chantal J. J. Gorissen; Liesbeth Kester; Saskia Brand-Gruwel; Rob Martens
Interactive Learning Environments Vol. 23, No. 6 (2015) pp. 655–669
This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e....
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Designing a Learning Design Engine as a Collection of Finite State Machines
Hubert Vogten; Colin Tattersall; Rob Koper; Peter van Rosmalen; Francis Brouns; Peter Sloep; Jan van Bruggen; Harrie Martens
International Journal on E-Learning Vol. 5, No. 4 (October 2006) pp. 641–661
Specifications and standards for e-learning are becoming increasingly sophisticated and complex as they deal with the core of the learning process. Simple transformations are no longer adequate to successfully implement these latest specifications...
Topics: Technology integration, online learning, web-based learning, Instructional Design, Integration, design, information technology, Educational Technology, eLearning, Programming, Inclusive Education, Information Sciences