The learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of... Show moreThe learning benefits of peer assessment and providing peer feedback have been widely reported. However, it is still not understood which learning activities most facilitate the acquisition of feedback skills. This study aimed to compare the effect of a modeling example, i.e., a model that demonstrated how to give feedback, on the acquisition of feedback skills. The participants were second-year bachelor students in pedagogical sciences (N = 111). They were assigned randomly to a practice condition, in which they practiced giving feedback on oral presentations, or a modeling example condition, in which a teacher demonstrated how to give feedback on a good and a bad presentation. Students then gave feedback to a presenter in a video (direct feedback measure). One week later, they gave each other peer feedback on oral presentations (delayed feedback measure). On the direct feedback measure, students in the modeling example condition used assessment criteria more often in their feedback, and produced significantly more overall feedback, and significantly more positive and negative judgments than students in the practice condition. There was no significant difference in the amount of elaboration and feed-forward between the two conditions. On the delayed feedback measure, there were no significant differences between the two experimental conditions. The results suggest that, at least in the short term, a modeling example can stimulate the use of assessment criteria and judgments in feedback. The results and implications for future research and practice are discussed. Show less
Rijst, R.M. van der; Verberg, C.P.M.; Post, L.; Admiraal, W.F. 2019
Curriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were... Show moreCurriculum development initiatives, especially those involving educational technologies, provide a rich learning space for university teachers. In-depth interviews with teaching staff (n = 11) were qualitatively analysed to gain insight into the variety of individual learning paths and to identify potential relationships between learning paths, motivation, and conceptions of teaching and learning through educational technology. Three distinct learning paths relating to teachers’ learning preferences and activities were identified: learning by performing daily teaching activities; deliberately experimenting with new teaching approaches; and reflecting on teaching experiences. The relationships between learning paths and relevant factors are described and implications for professional development practices are discussed. Show less
Blankenstein, F.M. van; Saab, N.; Rijst, R.M. van der; Danel, M.S.; Bakker-Van den Berg, A.S.; Broek, P.W. van den 2018
Research skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several... Show moreResearch skills are important for university graduates, but little is known about undergraduates’ motivation for research. In this study, self-efficacy beliefs and intrinsic motivation for several research activities were measured three times during an undergraduate research project (N = 147 students). In order to promote self-efficacy for writing and collaboration, a collaboration script was developed and tested on half of the students. Twelve students were interviewed three times to gather in-depth information about motivational and self-efficacy beliefs. All measures except intrinsic motivation for research increased significantly during the project. Interview results suggest that enactive mastery and positive social interdependence promoted self-efficacy. Feelings of relatedness seemed to promote intrinsic motivation for writing. Lack of autonomy and low perceived relevance may explain why motivation for research remained stable. The script had no impact on self-efficacy beliefs. Relatedness, autonomy and positive social interdependence may boost motivation for research, but more evidence is needed. Show less
Growing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as... Show moreGrowing interest in student research projects in higher education has led to an emphasis on research supervision. We focus in this study on novice supervisors’ approaches to research supervision as they explore their practices and experience difficulties supervising medicalstudents. Teacher noticing was used as a sensitising concept and relations with teacher dilemmas were explored in the research supervision context. To provide in-depth insights into supervisors’ practices and pedagogical choices, twelve stimulated recall interviews with supervisors were analysed. The supervisors were involved in individual undergraduate or master degree student research projects at a research-intensive university. Analysis revealed four kinds of dilemmas which may influence research supervision practices, namely questions regarding regulation, student needs, the student-supervisor relationship and supervisors’ professional identity. We explain the relationship between novice supervisors’ practices and dilemmas in detail. Implications are given to enhance initiatives for professional development of supervisors. Show less
Research integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to... Show moreResearch integrated into undergraduate education is important in order for medical students to understand and value research for later clinical practice. Therefore, attempts are being made to strengthen the integration of research into teaching from the first year onwards. First-year students may interpret attempts made to strengthen research integration differently than intended by teachers. This might be explained by student beliefs about learning and research as well as student perceptions of the learning environment. In general, student perceptions of the learning environment play a pivotal role in fostering student learning outcomes. This study aims to determine whether a curriculum change intended to promote research integration fosters student learning outcomes and student perceptions of research integrated into teaching. To serve this purpose, three subsequent cohorts of first-year students were compared, one before and two after a curriculum change. Learning outcomes of these students were measured using scores on a national progress test of 921 students and assessments of a sample of 100 research reports of a first-year student research project. 746 Students filled out the Student Perceptions of Research Integration Questionnaire. The findings suggest that learning outcomes of these students, that is, scores on research related test items of the progress test and the quality of research reports, were better than those of students before the curriculum change. Show less
A current trend in undergraduate education is the provision of authentic research activities that give students opportunities to develop essential skills for their discipline and a deeper... Show moreA current trend in undergraduate education is the provision of authentic research activities that give students opportunities to develop essential skills for their discipline and a deeper understanding of the fundamental concepts. Although much has been written about the benefits of incorporating research into undergraduate teaching and learning, many issues are still contested, indistinct, or even ambiguous. The central argument in this chapter is that authentic research opportunities (if well incorporated in learning activities and well supervised by teaching staff) can and should provide students with a valuable transformative learning experience, which gives students more than only an increase of skills, knowledge, and attitudes: it should give students a lived epistemological experience of what it means to construct knowledge in their discipline. In order to develop research-based teaching and learning activities which are transformative for students, we, educators and educational researchers alike, need to focus our efforts on developing new teaching approaches toward increasing the transformative nature of research-based education at our institutes. Show less
Snoek, M.; Rijst, R.M. van der; Verseveld, M. van; Tigelaar, E.H.; Van Driel, J.H. 2016
