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...

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...

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

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

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

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...

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....

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...

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...

Data mining in educational technology classroom research: Can it make a contribution?

Charoula Angeli; Sarah K. Howard; Jun Ma; Jie Yang; Paul A. Kirschner

Computers & Education Vol. 113, No. 1 (October 2017) pp. 226–242

The paper addresses and explains some of the key questions about the use of data mining in educational technology classroom research. Two examples of use of data mining techniques, namely, association rules mining and fuzzy representations are...

Language: English

Motivated strategies for learning questionnaire part B revisited: New subscales for an adult distance education setting

Celeste Meijs; Joyce Neroni; Hieronymus J.M. Gijselaers; Ruslan Leontjevas; Paul A. Kirschner; Renate H.M. de Groot

Internet and Higher Education Vol. 40, No. 1 (January 2019) pp. 1–11

In the current study, the underlying factor structure of the learning strategies part of the Motivated Strategies for Learning Questionnaire (MSLQ), originally designed for traditional college students, was explored and a best-fit-solution for...

Language: English

Promoting Argumentation Competence: Extending from First- to Second-Order Scaffolding through Adaptive Fading

Omid Noroozi; Paul A. Kirschner; Harm J. A. Biemans; Martin Mulder

Educational Psychology Review Vol. 30, No. 1 (2018) pp. 153–176

Argumentation is fundamental for many learning assignments, ranging from primary school to university and beyond. Computer-supported argument scaffolds can facilitate argumentative discourse along with concomitant interactive discussions among...

The Adult Learning Open University Determinants (ALOUD) study: Biological and psychological factors associated with learning performance in adult distance education

Joyce Neroni; Hieronymus J.M. Gijselaers; Paul A. Kirschner; Renate H.M. Groot de

British Journal of Educational Technology Vol. 46, No. 5 (Sep 01, 2015) pp. 953–960

Learning is crucial for everyone. The association between biological (eg, sleep, nutrition) and psychological factors (eg, test anxiety, goal orientation) and learning performance has been well established for children, adolescents and college...

Cohort profile of the GOALS study: A large-scale research of physical activity in Dutch students

Renate H.M. Groot de; Martin L. Dijk van; Paul A. Kirschner

British Journal of Educational Technology Vol. 46, No. 5 (Sep 01, 2015) pp. 947–952

The GOALS study (Grootschalig Onderzoek naar Activiteiten van Limburgse Scholieren [Large-scale Research of Activities in Dutch Students]) was set up to investigate possible associations between different forms of physical activity and inactivity...

Teachers’ opinions on quality criteria for Competency Assessment Programs

Liesbeth K.J. Baartman; Theo J. Bastiaens; Paul A. Kirschner; Cees P.M. Van der Vleuten

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 6 (August 2007) pp. 857–867

Quality control policies towards Dutch vocational schools have changed dramatically because the government questioned examination quality. Schools must now demonstrate assessment quality to a new Examination Quality Center. Since teachers often...

Language: English

Electronic outlining as a writing strategy: Effects on students' writing products, mental effort and writing process

Milou J.R. de Smet; Saskia Brand-Gruwel; Mariëlle Leijten; Paul A. Kirschner

Computers & Education Vol. 78, No. 1 (September 2014) pp. 352–366

This study addresses to what extent and how electronic outlining enhances students' writing performance. To this end, the focus of this study is not only on students' final writing products but also on the organisation of the writing process (i.e.,...

Language: English

The analysis of negotiation of common ground in CSCL

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

Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 427–435

CSCL research has given rise to a plethora of analysis methods, all with specific analysis goals, units of analysis, and for specific types of data (chat, threaded discussions, etc.). This article describes some challenges of CSCL-analysis. The...

Language: English

A Model for Optimizing Step Size of Learning Tasks in Competency-based Multimedia Practicals

Rob J. Nadolski; Paul A. Kirschner; Jeroen J. G. van Merrienboer; Hans G. K. Hummel

Educational Technology Research and Development Vol. 49, No. 3 (2001) pp. 87–103

Presents a two-phase instructional design model that focuses on optimizing step size in whole-task approaches to learning complex, mainly non-recurrent, cognitive skills. Step size in a multiple-step whole-task approach-needed for the process...

Shared Epistemic Agency: An Empirical Study of an Emergent Construct

Crina I. Damsa; Paul A. Kirschner; Jerry E. B. Andriessen; Gijsbert Erkens; Patrick H. M. Sins

Journal of the Learning Sciences Vol. 19, No. 2 (2010) pp. 143–186

This article reports on a qualitative study of the construct of shared epistemic agency, investigated in the context of collaborative instructional design activities of university students. The aim of the study is to shed light on the notion of...

Formative Peer Assessment in a CSCL Environment: A Case Study

Frans J. Prins; Dominique M. A. Sluijsmans; Paul A. Kirschner; Jan-Willem Strijbos

Assessment & Evaluation in Higher Education Vol. 30, No. 4 (August 2005) pp. 417–444

In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized...

Self-Evaluation of Assessment Programs: A Cross-Case Analysis

Liesbeth K. J. Baartman; Frans J. Prins; Paul A. Kirschner; Cees P. M. van der Vleuten

Evaluation and Program Planning Vol. 34, No. 3 (August 2011) pp. 206–216

The goal of this article is to contribute to the validation of a self-evaluation method, which can be used by schools to evaluate the quality of their Competence Assessment Program (CAP). The outcomes of the self-evaluations of two schools are...

Explicating Development of Personal Professional Theories from Higher Vocational Education to Beginning a Professional Career through Computer-Supported Drawing of Concept Maps

Antoine C. M. van den Bogaart; Hans G. K. Hummel; Paul A. Kirschner

Professional Development in Education Vol. 44, No. 2 (2018) pp. 287–301

This article explores how personal professional theories (PPTs) develop. PPT development of nine junior accountants and nine novice teachers was monitored by repeated measurements over a period of 1.5 years, from the last year of vocational...

The use of web-based collaborative concept mapping to support group learning and interaction in an online environment

Minhong Wang; Bo Cheng; Juanjuan Chen; Neil Mercer; Paul A. Kirschner

Internet and Higher Education Vol. 34, No. 1 (July 2017) pp. 28–40

Concept mapping has been employed as a promising tool to facilitate group learning and interaction mainly in the classroom. Computer- and web-based applications provide plenty of opportunities to extend concept mapping mediated group learning to...

Language: English

Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks

Liesbeth K.J. Baartman; Theo J. Bastiaens; Paul A. Kirschner; Cees P.M. van der Vleuten

Educational Research Review Vol. 2, No. 2 pp. 114–129

Because learning and instruction are increasingly competence-based, the call for assessment methods to adequately determine competence is growing. Using just one single assessment method is not sufficient to determine competence acquisition. This...

Language: English