Participatory design in secondary education: is it a good idea? Students’ and teachers’ opinions on its desirability and feasibility     

Karen D. Könings  Marjo J. van Zundert  Saskia Brand‐Gruwel  Jeroen J. G. van Merriënboer 《Educational studies》2007,33(4):445-465

Research has shown the importance of students’ perceptions of a learning environment and the existence of discrepancies between students’ and teachers’ perceptions. Participatory design could be a helpful strategy to reduce such discrepancies and eventually improve the design of learning environments, as it has proven to be effective to optimize design in other domains. The current study investigated the desirability and feasibility of possible use of participatory design in education. Students and teachers in secondary education were interviewed about their opinions on the idea of participatory design of a learning environment. Both students and teachers displayed predominantly positive opinions towards possibly engaging in participatory design, supporting its desirability and feasibility. Practical suggestions for implementation are included.  相似文献   

Functioning and participation of students with ADHD in higher education according to the ICF-framework     

Elke Emmers  Dorien Jansen  Katja Petry  Saskia van der Oord  Dieter Baeyens 《Journal of Further & Higher Education》2017,41(4):435-447

Due to an increasing number of students with ADHD in higher education and the difficult course of their academic career, a comprehensive overview of participation and functioning of this group is needed. A comprehensive search was performed in MEDLINE (PubMed), EMBASE, CINAHL and ERIC electronic databases in June 2014. This systematic literature review synthesises 22 articles. Most selected articles focused on body functions and structures (n = 16). If we want to support students with ADHD in higher education (e.g., by implementing effective accommodations), it is important to take into account characteristics of the individual student as well as the environment.  相似文献   

From sailing boat to steamship: the role of the publisher in an open access environment     

Saskia C. J. DE VRIES 《Learned Publishing》2007,20(3):196-201

The Internet has been a huge success in the academic world, as it makes it possible for academics to share and find research materials; open access has therefore become a fact of life for academic publishing. But what is the role of publishers in this new environment? The key functions of publishing – organizing peer review, editorial support, graphic design, marketing, and distribution of academic information – do not just disappear; publishers still have a role here, but they need to take a more service‐minded perspective. Academics still need to find ways to ensure the dissemination of their output; it is important that they realize that this will cost money, whether it is brought in‐house or outsourced. The IMISCOE project, on which Amsterdam University Press has recently embarked, offers an entirely new publishing model oriented towards online dissemination of academic research results, as well as in book form.  相似文献   

Solving information-based problems: Evaluating sources and information     

Saskia Brand-Gruwel  Marc Stadtler 《Learning and Instruction》2011,21(2):175-179

The focus of this special section is on the processes involved when solving information-based problems. Solving these problems requires from people that they are able to define the information problem, search and select usable and reliable sources and information and synthesise information into a coherent body of knowledge. An important aspect throughout the whole search process is the critical evaluation of sources and information. Evaluation processes are of particular importance when searching information on the Internet, because of the masses of information, and the open publication principle of the Internet. The articles in the present special section take different perspectives in studying the evaluation processes. Influencing factors such as students' domain-specific prior knowledge, metatextual knowledge, and students' epistemic beliefs are addressed.  相似文献   

The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education     

Wendy Kicken  Saskia Brand-Gruwel  Jeroen J. G. van Merri?nboer  Wim Slot 《Educational technology research and development : ETR & D》2009,57(4):439-460

This experimental study was designed to investigate whether supervision meetings, in which students receive specific advice on how to use a development portfolio to monitor their progress and plan their future learning, helps them to develop self-directed learning skills and improve their learning in the domain. In the first year of a hairdressing program in vocational education, supervision meetings were used to provide students with either specific advice or not. Students in the advice group (n = 21) formulated better learning needs, selected more suitable learning tasks, completed more practical assignments, and acquired more certificates than students in the feedback-only group (n = 22). Interviews also showed that students in the advice group appreciated the supervision meeting more and perceived them as more effective than students in the feedback-only group. Guidelines are provided for the use of development portfolios and the organization of supervision meetings in on-demand vocational education.

Wendy KickenEmail:

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Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction     

Karen D. Könings  Tina Seidel  Saskia Brand-Gruwel  Jeroen J. G. van Merriënboer 《Instructional Science》2014,42(1):11-30

Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching–learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students’ and teachers’ perceptions of their learning environment. Student profiles were identified taking into account the degree of congruence/friction with teachers’ perceptions. Teacher profiles were identified based on their differences in perceptions to students. Profiles were validated with regard to learning-related student characteristics and approaches to teaching. Tenth graders (N = 994) of four secondary schools filled out the Inventory of Perceived Study Environment-Extended (IPSEE) and the Inventory of Learning Styles. Their teachers (N = 136) filled out the teacher version of the IPSEE and the Approaches to Teaching Inventory. Latent class analyses were conducted to define profiles with respect to the magnitude of differences in perceptions. Results showed three student profiles: Closest match profile (30 %), intermediate profile (59 %), and distal profile (11 %). While closest match students had desirable learning-related characteristics, others did not and are at risk for destructive friction. Two teacher profiles described idealistic teachers (70 %) and adaptive teachers (30 %), which related to approaches to teaching. Subgroups of students and teachers provide a comprehensive picture of those who are at risk because of too large differences in perceptions. This study stresses that differences in perceptions deserve detailed attention for optimising learning environments. Involving both students and teachers in the instructional design process could be a way to better account for perceptions of both stakeholders.  相似文献