Social Learning as Approach for Teacher Professional Development; How Well Does It Suit Them?

Celeste Meijs; Fleur R. Prinsen; Maarten F. de Laat

Educational Media International Vol. 53, No. 2 (2016) pp. 85–102

Learning from others has been reported as a productive approach for teacher Professional Development (PD) and is seen as a valuable addition to formal PD. Specific insights into whether social learning suits teachers is still lacking. Therefore, the ...

Challenging Ideals of Connected Learning: The Networked Configurations for Learning of Migrant Youth in the Netherlands

Mariette de Haan; Kevin Leander; Asli Ünlüsoy; Fleur Prinsen

Learning, Media and Technology Vol. 39, No. 4 (2014) pp. 507–535

New infrastructures that dramatically change our possibilities for knowledge production and learning have also brought forward ideals on "new" connectivity. Two important ideals of connectivity are that of the individual who tailors his or ...

A review of the types of mobile activities in mobile inquiry-based learning

Ángel Suárez; Marcus Specht; Fleur Prinsen; Marco Kalz; Stefaan Ternier

Computers & Education Vol. 118, No. 1 (March 2018) pp. 38–55

Inquiry-based Learning is increasingly suggested as an efficient approach for fostering learners' curiosity and motivation. It helps learners to develop their ability to work in complex and unpredictable environments making them more critical...

Language: English

The Effects of Guided Elaboration in a CSCL Programme on the Learning Outcomes of Primary School Students from Dutch and Immigrant Families

Fleur Ruth Prinsen; Jan Terwel; Bonne J. H. Zijlstra; Monique M. L. Volman

Educational Research and Evaluation Vol. 19, No. 1 (2013) pp. 39–57

This study examined the effects of guided elaboration on students' learning outcomes in a computer-supported collaborative learning (CSCL) environment. The programme provided students with feedback on their elaborations, and students reflected on...

An investigation into social learning activities by practitioners in open educational practices

Bieke Schreurs; Antoine Van den Beemt; Fleur Prinsen; Gabi Witthaus; Grainne Conole; Maarten de Laat

The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014)

By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is...

An Investigation into Social Learning Activities by Practitioners in Open Educational Practices

Bieke Schreurs; Antoine Van den Beemt; Fleur Prinsen; Gabi Witthaus; Gráinne Conole; Maarten De Laat

The International Review of Research in Open and Distributed Learning Vol. 15, No. 4 (Aug 15, 2014) pp. 1–20

By investigating how educational practitioners participate in activities around open educational practices (OEP), this paper aims at contributing to an understanding of open practices and how these practitioners learn to use OEP. Our research is...

Understanding the nature of science and scientific progress: A theory-building approach

Maria Chuy; Marlene Scardamalia; Carl Bereiter; Fleur Prinsen; Monica Resendes; Richard Messina; Winifred Hunsburger; Chris Teplovs; Angela Chow; Angela Chow

Canadian Journal of Learning and Technology / La revue canadienne de l’apprentissage et de la technologie Vol. 36, No. 1 (Dec 17, 2010)

In 1993 Carey and Smith conjectured that the most promising way to boost students’ understanding of the nature of science is a “theory-building approach to teaching about inquiry.” The research reported here tested this conjecture by comparing...