Search results for author:"Bart Rienties"
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Assessment & Evaluation in Higher Education Vol. 39, No. 8 (2014) pp. 987–1001
Many higher educational institutions and academic staff are still sceptical about the validity and reliability of student evaluation questionnaires, in particular when these evaluations are completed online. One month after a university-wide...
Analysing 157 learning designs using learning analytic approaches as a means to evaluate the impact of pedagogical decision making
British Journal of Educational Technology Vol. 47, No. 5 (September 2016) pp. 981–992
Educators need to change their practice to adapt to a shifting educational context. By visualising learning design decisions, this article highlights the need to capture educators' “tacit” knowledge relating to course material, activity types and...
Understanding (in)formal learning in an academic development programme: A social network perspective
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 39, No. 1 (April 2014) pp. 123–135
Most professional development programmes provide teachers with formal and informal social networks, but limited empirical evidence is available to describe to what extent teachers build internal (within their programme) and external (with colleagues ...
Open Learning Vol. 31, No. 3 (2016) pp. 233–244
The focus on quality improvements by institutions for better online and blended teaching can be delivered in different ways. This article reports on the implementation of this process and the approaches taken first, in terms of the design of new...
Unpacking (In)formal Learning in an Academic Development Programme: A Mixed-Method Social Network Perspective
International Journal for Academic Development Vol. 20, No. 2 (2015) pp. 163–177
How and with whom academics develop and maintain formal and informal networks for reflecting on their teaching practice has received limited attention even though academic development (AD) programmes have become an almost ubiquitous feature of...
Journal of the Learning Sciences Vol. 27, No. 4 (2018) pp. 550–579
Most research related to learning in groups focuses on the unit of the group and/or group members. However, students may benefit from crossing the boundaries of their own group, as students in different groups may provide access to new, nonredundant ...
Industry and Higher Education Vol. 23, No. 4 (August 2009) pp. 285–292
The authors investigate the relationship between student learning choices and learning styles in the use of an innovative learning environment for statistics. For teaching introductory statistics to first-year students in economics and business,...
Journal of Studies in International Education Vol. 18, No. 1 (February 2014) pp. 64–83
When students can self-select their group members, a common assumption is that students prefer to select friends from similar cultural backgrounds. However, when teachers randomize students in groups from different cultural backgrounds, students are ...
Asia Pacific Education Review Vol. 16, No. 1 (March 2015) pp. 37–48
Although many international students experience transitional issues, most research assumes that these issues will disappear over time with increased interaction. Using principles of social network theory, this study addressed why some students...
Modelling and Managing Learner Satisfaction: Use of Learner Feedback to Enhance Blended and Online Learning Experience
Decision Sciences Journal of Innovative Education Vol. 14, No. 2 (2016) pp. 216–242
A key concern for most institutions and instructors is whether students are satisfied with their learning experience. However, relatively few studies have unpacked what the key drivers for learner satisfaction are in blended and online courses....
Understanding Social Learning Relations of International Students in a Large Classroom Using Social Network Analysis
Higher Education: The International Journal of Higher Education and Educational Planning Vol. 66, No. 4 (October 2013) pp. 489–504
A common assumption in higher education is that international students find it difficult to develop learning and friendship relations with host students. When students are placed in a student-centred environment, international students from...
The effects of online professional development on higher education teachers' beliefs and intentions towards learning facilitation and technology
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 29, No. 1 (January 2013) pp. 122–131
An important development in higher education is the increased learning possibilities brought by ICT. Many academics seem reluctant to embrace technology. An online teacher training program was followed by 73 academics from nine higher educational...
Does a Formal Wiki Event Contribute to the Formation of a Network of Practice? A Social Capital Perspective on the Potential for Informal Learning
Interactive Learning Environments Vol. 26, No. 3 (2018) pp. 308–319
Informal learning in blended and online settings plays an increasingly important role in the continuous professional development of individuals. Yet, how do individuals engage into these types of activities? We argue that social capital theory can...
The Role of Cultural Background and Team Divisions in Developing Social Learning Relations in the Classroom
Journal of Studies in International Education Vol. 17, No. 4 (September 2013) pp. 332–353
A common assumption is that students prefer to work together with students from similar cultural backgrounds. In a group work context, students from different cultural backgrounds are "forced" to work together. This might lead to stress...
Making Sense of Learner and Learning Big Data: Reviewing Five Years of Data Wrangling at the Open University UK
Open Learning Vol. 32, No. 3 (2017) pp. 279–293
Most distance learning institutions collect vast amounts of learning data. Making sense of this 'Big Data' can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret...
Why Increased Social Presence through Web Videoconferencing Does Not Automatically Lead to Improved Learning
E-Learning and Digital Media Vol. 11, No. 1 (2014) pp. 31–45
The Community of Inquiry (CoI) model provides a well-researched theoretical framework to understand how learners and teachers interact and learn together in computer-supported collaborative learning (CSCL). Most CoI research focuses on asynchronous...
Industry and Higher Education Vol. 20, No. 5 (October 2006) pp. 327–336
This paper is based on experiences with remedial online learning from a national collaboration initiative in the Netherlands involving the University of Amsterdam, Erasmus Rotterdam University and Maastricht University (www.web-spijkeren.nl). The...
The International Review of Research in Open and Distributed Learning Vol. 19, No. 5 (Nov 27, 2018)
The importance of teachers in online learning is widely acknowledged to effectively support and stimulate learners. With the increasing availability of learning analytics data, online teachers might be able to use learning analytics dashboards to...
A Dynamic Analysis of Why Learners Develop a Preference for Autonomous Learners in Computer-Mediated Communication
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,...
Analytics in Online and Offline Language Learning Environments: The Role of Learning Design to Understand Student Online Engagement
Computer Assisted Language Learning Vol. 31, No. 3 (2018) pp. 273–293
Language education has a rich history of research and scholarship focusing on the effectiveness of learning activities and the impact these have on student behaviour and outcomes. One of the basic assumptions in foreign language pedagogy and CALL in ...
The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course
Computers & Education Vol. 118, No. 1 (March 2018) pp. 82–95
Computer-supported collaborative learning (CSCL) has been highlighted as a beneficial learning experience for students in blended and online settings. In highly diverse and international contexts, CSCL also allows students the opportunity to...
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...
Learning Design in Diverse Institutional and Cultural Contexts: Suggestions from a Participatory Workshop with Higher Education Professionals in Africa
Jenna Mittelmeier; Dianne Long; Firdevs Melis Cin; Katharine Reedy; Ashley Gunter; Parvati Raghuram; Bart Rienties
Open Learning Vol. 33, No. 3 (2018) pp. 250–266
Learning design approaches, such as those adopted by the Open University, provide a set of tools and resources for purposefully-designing modules with a focus on student experiences. However, many of the current learning design strategies have been...
How achievement emotions impact students' decisions for online learning, and what precedes those emotions
Internet and Higher Education Vol. 15, No. 3 (June 2012) pp. 161–169
This empirical study investigates students' learning choices for mathematics and statistics in a blended learning environment, composed of both online and face-to-face learning components. The students (N
Analytics4Action Evaluation Framework: A Review of Evidence-Based Learning Analytics Interventions at the Open University UK
Journal of Interactive Media in Education Vol. 2016, No. 1 (2016)
There is an urgent need to develop an evidence-based framework for learning analytics whereby stakeholders can manage, evaluate, and make decisions about which types of interventions work well and under which conditions. In this article, we will...
Mike Sharples; Anne Adams; Rebecca Ferguson; Mark Gaved; Patrick McAndrew; Bart Rienties; Martin Weller; Denise Whitelock
(2014) pp. 1–37
The third in a series of reports exploring new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This report proposes ten innovations that are already in currency but...
Why Some Teachers Easily Learn to Use a New Virtual Learning Environment: A Technology Acceptance Perspective
Interactive Learning Environments Vol. 24, No. 3 (2016) pp. 539–552
After a decade of virtual learning environments (VLEs) in higher education, many teachers still use only a minimum of its affordances. This study looked at how academic staff interacted with a new and unknown VLE in order to understand how...
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...
A Review of the Role of Information Communication Technology and Course Design in Transitional Education Practices
Bart Rienties; Wolter Kaper; Katrien Struyven; Dirk Tempelaar; Leendert van Gastel; Sanne Vrancken; Magdalena Jasinska; Egle Virgailaite-Meckauskaite
Interactive Learning Environments Vol. 20, No. 6 (2012) pp. 563–581
An increasing number of higher educational institutes are offering remedial, bridging, preparatory or transitional courses in a blended and online format to remediate and enhance students' knowledge and skills. This article addresses how teachers...
Annemiek Wieland; Natasa Brouwer; Wolter Kaper; Maaike van Leijen; Andre Heck; Bert ten Boske; Bart Rienties; Dirk Tempelaar
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2006 (October 2006) pp. 1503–1508
From 2004 – 2006 three Dutch universities, the Erasmus University Rotterdam, the University of Amsterdam and Maastricht University joined forces in dealing with national mathematical deficiency problems among first-year students. Their aims were to...
Bart Rienties; Natasa Brouwer; Katerina Bohle Carbonell; Danielle Townsend; Anne-Petra Rozendal; Janneke van der Loo; Peter Dekker; Simon Lygo-Baker
European Journal of Teacher Education Vol. 36, No. 4 (2013) pp. 480–495
Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that ...
Agnes Kukulska-Hulme; Elaine Beirne; Gráinne Conole; Eamon Costello; Tim Coughlan; Rebecca Ferguson; Elizabeth FitzGerald; Mark Gaved; Christothea Herodotou; Wayne Holmes; Conchúr Mac Lochlain; Mairéad Nic Giolla Mhichíl; Bart Rienties; Julia Sargent; Eileen Scanlon; Mike Sharples; Denise Whitelock
(2020) pp. 1–49
This series of reports explores new forms of teaching, learning, and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This eighth report proposes ten innovations that are already in currency but have ...