Learning Objectives for Science Practicals at Traditional and Distance Universities

Paul Kirschner

Distance Education Vol. 14, No. 2 (1993) pp. 260–82

Discusses the perceived importance of practical components in natural science undergraduate programs in distance and residential universities in the Netherlands. Surveys of faculty responsible for undergraduate practicals rated general and specific...

Paul Kirschner, "Don’ts and Do’s for ICT in Teaching and Learning: What Does the Research Say?"

Paul Kirschner

EdMedia: World Conference on Educational Media and Technology Vol. 2019, No. 1 (2019)

Educational technologists, educational reformers, instructional designers, politicians, teachers, school managers, and advisory groups are all jockeying to show how innovative they can be, based not upon good science but rather upon commonly held...

From CSCL Environments to Distributed Knowledge Communities

Wim Jochems; Paul Kirschner

World Conference on Educational Media and Technology 2004 (2004) pp. 2637–2644

Abstract: Adding a Computer-Supported Collaborative Learning (CSCL) environment to existing education does not automatically lead to the development of an effective distributed knowledge community. Collaboration presumes that a group of individuals...

Topics: Social Studies, Collaboration

Expert Concept Mapping Method for Defining the Characteristics of Adaptive ELearning: ALFANET Project Case

Slavi Stoyanov; Paul Kirschner

Educational Technology Research and Development Vol. 52, No. 2 (2004) pp. 41–56

The article presents empirical evidence for the effectiveness and efficiency of a modified version of Trochim's (1989a, b) concept mapping approach to define the characteristics of an adaptive learning environment. The effectiveness and the...

Audiotape Feedback for Essays in Distance Education

Paul A. Kirschner

Innovative Higher Education Vol. 15, No. 2 (1991) pp. 185–95

Twelve students writing essays for a photochemistry course at the Open University of the Netherlands received either audiocasette or written feedback. Time spent in recording versus writing feedback differed minimally. Recorded feedback was...

Effect of Problem Solving Support and Cognitive Styles on Idea Generation: Implications for Technology-Enhanced Learning

Slavi Stoyanov; Paul Kirschner

Journal of Research on Technology in Education Vol. 40, No. 1 (2007) pp. 49–63

This study investigated the effect of two problem-solving techniques: (a) free-association with a direct reference to the problem, called shortly direct, and (b) free-association with a remote and postponed reference to the problem, called remote,...

Using integrated electronic environments for collaborative teaching/learning

Paul A Kirschner

Learning and Instruction Vol. 10, No. 1 pp. 1–9

Comparative international reports and evaluation reports or audits on the quality of university studies reflect a concern about the quality of graduates in their plea for more skills-oriented education, more real-life orientation of study, more...

Language: English

'Dry Laboratories' in Science Education; Computer-Based Practical Work

Paul Kirschner; Willibrord Huisman

International Journal of Science Education Vol. 20, No. 6 (1998) pp. 665–82

Identifies the problems associated with the use of dry laboratories in science education, presents design considerations for the use of such practicals in science education, and presents examples of innovative nontraditional practicals. Contains 23...

Information and Communication Technology for Teacher Training: Pedagogic Benchmarks for Teacher Education

Paul A. Kirschner

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 1940–1945

Information and Communication Technologies (ICT) offer the potential to meet the learning needs of individual students; to promote equality of opportunity; to offer high quality learning materials; and to increase self-efficacy and independence of...

Topics: Educational Technology, Communication, Professional Development, Networking Technologies, Information Communication Technologies

Stop propagating the learning styles myth

Paul A. Kirschner

Computers & Education Vol. 106, No. 1 (March 2017) pp. 166–171

We all differ from each other in a multitude of ways, and as such we also prefer many different things whether it is music, food or learning. Because of this, many students, parents, teachers, administrators and even researchers feel that it is...

Language: English

Cognitive Tools and Mindtools for Collaborative Learning

Paul A. Kirschner; Gijsbert Erkens

Journal of Educational Computing Research Vol. 35, No. 2 (2006) pp. 199–209

When a computer-based tool or application is used to carry out a specific task in a learning situation--that is, it is used for learning--more effectively or efficiently one speaks of learning "with" the tool or application. When, possibly, that...

Effects of Fading Support on Hypertext Navigation and Performance in Student-Centered E-Learning Environments

Liesbeth Kester; Paul A. Kirschner

Interactive Learning Environments Vol. 17, No. 2 (June 2009) pp. 165–179

Whether fading support for problems affects accuracy of hypertext navigation and problem performance is investigated in this study. In a student-centered e-learning environment conceptual support is added to help domain novices get an overview of...

Differential effects of problem-solving demands on individual and collaborative learning outcomes

Femke Kirschner; Fred Paas; Paul A. Kirschner; Jeroen Janssen

Learning and Instruction Vol. 21, No. 4 (August 2011) pp. 587–599

The effectiveness and efficiency of individual versus collaborative learning was investigated as a function of instructional format among 140 high school students in the domain of biology. The instructional format either emphasized worked examples,...

Language: English

Team Effectiveness and Team Development in CSCL

Jos Fransen; Armin Weinberger; Paul A. Kirschner

Educational Psychologist Vol. 48, No. 1 (2013) pp. 9–24

There is a wealth of research on computer-supported cooperative work (CSCW) that is neglected in computer-supported collaborative learning (CSCL) research. CSCW research is concerned with contextual factors, however, that may strongly influence...

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 ...

The Sociability of Computer-Supported Collaborative Learning Environments

Karel Kreijins; Paul A. Kirschner; Wim Jochems

Educational Technology & Society Vol. 5, No. 1 (2002) pp. 8–22

Discusses computer-supported collaborative learning (CSCL) environments in asynchronous distributed learning groups and proposes an intelligent CSCL environment based upon a theoretical framework that suggests embedding certain properties in the...

Effects of primer podcasts on stimulating learning from lectures: How do students engage?

Anguelina Popova; Paul A. Kirschner; Richard Joiner

British Journal of Educational Technology Vol. 45, No. 2 (Mar 10, 2014) pp. 330–339

A number of factors can influence learning from lectures such as students' prior knowledge, their motivation, the instructional design, the lecturer and so forth. Instructional aid techniques such as preparing class notes, giving quizzes (either...

Information Presentation and Troubleshooting in Electrical Circuits. Research Report

Liesbeth Kester; Paul Kirschner; Jeroen van Merrienboer

International Journal of Science Education Vol. 26, No. 2 (Feb 06, 2004) pp. 239–256

While learning a complex skill in science using a computer-based simulation, optimal timing of information presentation facilitates learning and enhances test performance. An optimal information presentation format is proposed: supportive...

The myths of the digital native and the multitasker

Paul A. Kirschner; Pedro De Bruyckere

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 67, No. 1 (October 2017) pp. 135–142

Current discussions about educational policy and practice are often embedded in a mind-set that considers students who were born in an age of omnipresent digital media to be fundamentally different from previous generations of students. These...

Language: English

Elementary School Students' Strategic Learning: Does Task-Type Matter?

Jonna Malmberg; Sanna Järvelä; Paul A. Kirschner

Metacognition and Learning Vol. 9, No. 2 (August 2014) pp. 113–136

This study investigated what types of learning patterns and strategies elementary school students use to carry out ill- and well-structured tasks. Specifically, it was investigated which and when learning patterns actually emerge with respect to...

Social Aspects of CSCL Environments: A Research Framework

Karel Kreijns; Paul A. Kirschner; Marjan Vermeulen

Educational Psychologist Vol. 48, No. 4 (2013) pp. 229–242

Although there are research findings supporting the positive effects of computer-supported collaborative learning (CSCL), problems have been reported regarding the learning process itself, group formation, and group dynamics. These problems can be...

Topics: Interaction

The Effect of Online Tasks for Algebra on Student Achievement in Grade 8

Paul Drijvers; Michiel Doorman; Paul Kirschner; Bert Hoogveld; Peter Boon

Technology, Knowledge and Learning Vol. 19, No. 1 (July 2014) pp. 1–18

Online resources are widely used for educational purposes, such as the training of skills. For algebra education in particular, online resources are expected to contribute to skill mastery in an efficient and effective way. However, studies that...

Effects of attitudes and behaviours on learning mathematics with computer tools

Helen C. Reed; Paul Drijvers; Paul A. Kirschner

Computers & Education Vol. 55, No. 1 (August 2010) pp. 1–15

This mixed-methods study investigates the effects of student attitudes and behaviours on the outcomes of learning mathematics with computer tools. A computer tool was used to help students develop the mathematical concept of function. In the whole...

Language: English

Designing Electronic Collaborative Learning Environments

Paul Kirschner; Jan-Willem Strijbos; Karel Kreijns; Pieter Jelle Beers

Educational Technology Research and Development Vol. 52, No. 3 (2003) pp. 47–66

Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them...

Measuring perceived sociability of computer-supported collaborative learning environments

Karel Kreijns; Paul A. Kirschner; Wim Jochems; Hans van Buuren

Computers & Education Vol. 49, No. 2 (September 2007) pp. 176–192

Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional)...

Language: English

The State of Affairs of Teacher Education with Respect to ICT

Paul Kirschner; John Pearson; Hannele Niemi; Niki Davis; Michelle Selinger

Society for Information Technology & Teacher Education International Conference 2003 (2003) pp. 3631–3633

If the Internet is an information superhighway, then teachers just might be the road-kill on the asphalt of the information superhighway. Possibly, for the first time in history, students are more adept at using the tools necessary for acquiring and ...

Topics: Teachers, Children, Students

Timing of Information Presentation in Learning Statistics

Liesbeth Kester; Paul A. Kirschner; Jeroen J. G. van Merrienboer

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). ...

Avoiding split attention in computer-based testing: Is neglecting additional information facilitative?

Halszka Jarodzka; Noortje Janssen; Paul A. Kirschner; Gijsbert Erkens

British Journal of Educational Technology Vol. 46, No. 4 (Jul 01, 2015) pp. 803–817

This study investigated whether design guidelines for computer-based learning can be applied to computer-based testing (CBT). Twenty-two students completed a CBT exam with half of the questions presented in a split-screen format that was analogous...

A Five-Dimensional Framework for Authentic Assessment

Judith T. M. Gulikers; Theo J. Bastiaens; Paul A. Kirschner

Educational Technology Research and Development Vol. 52, No. 3 (2003) pp. 67–86

Authenticity is an important element of new modes of assessment. The problem is that what authentic assessment really is, is unspecified. In this article, we first review the literature on authenticity of assessments, along with a five-dimensional...

The effects of inspecting and constructing part-task-specific visualizations on team and individual learning

Bert Slof; Gijsbert Erkens; Paul A. Kirschner; Michelle Helms-Lorenz

Computers & Education Vol. 60, No. 1 (January 2013) pp. 221–233

This study examined whether inspecting and constructing different part-task-specific visualizations differentially affects learning. To this end, a complex business-economics problem was structured into three phase-related part-tasks: (1)...

Language: English

Effects of Representational Guidance during Computer-Supported Collaborative Learning

Jeroen Janssen; Gijsbert Erkens; Paul A. Kirschner; Gellof Kanselaar

Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 1 (January 2010) pp. 59–88

This research investigates the role of representational guidance by comparing the effects of two different representational tools. We used a design with two different groups defined by the type of argumentative diagram students co-constructed while...

The Management of Cognitive Load During Complex Cognitive Skill Acquisition by Means of Computer-Simulated Problem Solving

Liesbeth Kester; Paul A. Kirschner; Jeroen J.G. van Merrienboer

British Journal of Educational Psychology Vol. 75, No. 1 (March 2005) pp. 71–85

This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split-source format, information relating to procedural aspects of the functioning of an electrical...

Connecting Agents and Artifacts in CSCL: Towards a Rationale of Mutual Shaping

Maarten Overdijk; Wouter van Diggelen; Paul A. Kirschner; Michael Baker

International Journal of Computer-Supported Collaborative Learning Vol. 7, No. 2 (June 2012) pp. 193–210

Studying how collaborative activity takes shape interactionally in the context of technological settings is one of the main challenges in the field of Computer-Supported Collaborative Learning (CSCL). It requires us, amongst other things, to look...

The coverage of distributed practice and retrieval practice in Flemish and Dutch teacher education textbooks

Tim Surma; Kristel Vanhoyweghen; Gino Camp; Paul A. Kirschner

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 74, No. 1 (August 2018) pp. 229–237

To determine if and how teachers are being educated about effective learning strategies we analysed the topical coverage of two highly effective strategies, distributed practice and retrieval practice, in introductory teacher education textbooks and ...

Language: English

Changing learning behaviour: Self-efficacy and goal orientation in PBL groups in higher education

Gerry Geitz; Desirée Joosten-ten Brinke; Paul A. Kirschner

International Journal of Educational Research Vol. 75, No. 1 (2016) pp. 146–158

Self-efficacy and goal orientation are important variables which affect student learning behaviour. To investigate the relationship between these variables and their effect on learning behaviour over time, a pretest–posttest non-equivalent group...

Language: English

Effects of Feedback on Collaborative Writing in an Online Learning Environment

Teresa Guasch; Anna Espasa; Ibis M. Alvarez; Paul A. Kirschner

Distance Education Vol. 34, No. 3 (2013) pp. 324–338

The need for supporting student writing has received much attention in writing research. One specific type of support is feedback--including peer feedback--on the writing process. Despite the wealth of literature on both feedback and academic...

Finding Your Way into an Open Online Learning Community

John van der Baaren; Robert Schuwer; Paul Kirschner; Maaike Hendriks

Journal of Interactive Media in Education Vol. 2008, No. 1 (2008)

Making educational materials freely available on the web can be seen as a noble enterprise in itself but as a way to address the call for people to become lifelong learners. The world is rapidly changing, requiring us to continuously update our...

Process support in learning tasks for acquiring complex cognitive skills in the domain of law

Rob J. Nadolski; Paul A. Kirschner; Jeroen J.G. van Merriënboer

Learning and Instruction Vol. 16, No. 3 (June 2006) pp. 266–278

Whole tasks for acquiring complex skills are often too difficult for novices. To solve this problem,

Language: English

Three Worlds of Instructional Design: State of the Art and Future Directions

Jeroen J. G. van Merrienboer; Paul A. Kirschner

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....

Examination of a Social-Networking Site Activities Scale (SNSAS) Using Rasch Analysis

Hassan Alhaythami; Aryn Karpinski; Paul Kirschner; Edward Bolden

Journal of Interactive Learning Research Vol. 28, No. 4 (October 2017) pp. 371–395

This study examined the psychometric properties of a social-networking site (SNS) activities scale (SNSAS) using Rasch Analysis. Items were also examined with Rasch Principal Components Analysis (PCA) and Differential Item Functioning (DIF) across...

Socio-emotional conflict in collaborative learning—A process-oriented case study in a higher education context

Piia Näykki; Sanna Järvelä; Paul A. Kirschner; Hanna Järvenoja

International Journal of Educational Research Vol. 68, No. 1 (2014) pp. 1–14

This case study explores cognitive, motivational and socio-emotional challenges experienced in collaborative learning, how conflict emerges and what students’ emotional reactions and interpretations are. Collaborative work of 22 higher education...

Language: English

Towards Optimal Education Including Self-Regulated Learning in Technology-Enhanced Preschools and Primary Schools

Ton Mooij; Elma M. Dijkstra; Amber Walraven; Paul A. Kirschner

European Educational Research Journal Vol. 13, No. 5 (2014) pp. 529–552

At the start of preschool, four-year-old pupils differ in their development, including in their capacity to self-regulate their playing and learning. In preschool and primary school, educational processes are generally adapted to the mean age of the ...

Cognitive Load Measurements and Stimulated Recall Interviews for Studying the Effects of Information and Communications Technology

Pieter J. Beers; Henny P. A. Boshuizen; Paul A. Kirschner; Wim Gijselaers; Jochem Westendorp

Educational Technology Research and Development Vol. 56, No. 3 (June 2008) pp. 309–328

Many researchers use information and communications technology (ICT)-tools to augment learning in a great variety of tasks. Their effects are generally measured in terms of intended outcomes. This article argues for the use of additional, more...

Adopting the Integrative Model of Behaviour Prediction to Explain Teachers' Willingness to Use ICT: A Perspective for Research on Teachers' ICT Usage in Pedagogical Practices

Karel Kreijns; Marjan Vermeulen; Paul A. Kirschner; Hans van Buuren; Frederik Van Acker

Technology, Pedagogy and Education Vol. 22, No. 1 (2013) pp. 55–71

Information and communication technology (ICT) can enable, support, and reinforce the introduction of new pedagogical practices that comply with the educational demands of the twenty-first-century knowledge society. However, despite this potential...

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...

Goal Orientation and Academic Performance in Adult Distance Education

Joyce Neroni; Celeste Meijs; Ruslan Leontjevas; Paul Kirschner; Renate De Groot

The International Review of Research in Open and Distributed Learning Vol. 19, No. 2 (May 01, 2018)

Research has shown the importance of goal orientation in predicting academic performance for children, adolescents, and college students in traditional educational settings. Studies on this relationship within adult distance education, however, are...

Language: English

Socially Shared Regulation of Learning in CSCL: Understanding and Prompting Individual- and Group-Level Shared Regulatory Activities

Sanna Järvelä; Paul A. Kirschner; Allyson Hadwin; Hanna Järvenoja; Jonna Malmberg; Mariel Miller; Jari Laru

International Journal of Computer-Supported Collaborative Learning Vol. 11, No. 3 (2016) pp. 263–280

The field of computer supported collaborative learning (CSCL) is progressing instrumentally and theoretically. Nevertheless, few studies examine the effectiveness and efficiency of CSCL with respect to cognitive, motivational, emotional, and social...

The effect of practical experience on perceptions of assessment authenticity, study approach, and learning outcomes

Judith T.M. Gulikers; Liesbeth Kester; Paul A. Kirschner; Theo J. Bastiaens

Learning and Instruction Vol. 18, No. 2 (April 2008) pp. 172–186

Does authentic assessment or the perception of it affect how students study and learn? Does practical experience affect how assessment authenticity is perceived? And does practical experience influence how an authentic assessment affects student...

Language: English

Answering Questions after Initial Study Guides Attention during Restudy

Kim J. Dirkx; Gun-Brit Thoma; Liesbeth Kester; Paul A. Kirschner

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 1 (January 2015) pp. 59–71

Though the testing-effect can be boosted by including a restudy phase after answering test questions, we do not know precisely why it does so. One possible explanation is being tested here. The present study measured attention allocation during...

ICT-Support for Grounding in the Classroom

Pieter J. Beers; Paul A. Kirschner; Henny P. A. Boshuizen; Wim H. Gijselaers

Instructional Science: An International Journal of the Learning Sciences Vol. 35, No. 6 (November 2007) pp. 535–556

More and more educators and researchers use ICT-tools to support collaborative learning. Research has shown that, for collaborative learning to be more effective than individual learning, individual learners have to achieve a sufficiently common...