Dit proefschrift onderzoekt de totstandkoming van geloofwaardigheid in live blogs. Live blogs worden gekenmerkt door hun onmiddellijkheid en onzekerheid. Het is taak voor journalisten het publiek... Show moreDit proefschrift onderzoekt de totstandkoming van geloofwaardigheid in live blogs. Live blogs worden gekenmerkt door hun onmiddellijkheid en onzekerheid. Het is taak voor journalisten het publiek te overtuigen de beste versie van de werkelijkheid te presenteren. In drie studies (inhoudsanalyse, interviews met makers en focusgroepen met gebruikers) onderzoekt dit proefschrift hoe geloofwaardigheid wordt betracht en geëvalueerd. Show less
This dissertation intended to examine how the multidimensionality of learner–learner interaction data and the multifacetedness of learner–learner interaction itself impact the measurement of... Show moreThis dissertation intended to examine how the multidimensionality of learner–learner interaction data and the multifacetedness of learner–learner interaction itself impact the measurement of learner–learner interaction in digital learning environments. The studies reported in this dissertation demonstrate that, on the one hand, the impact is reflected in the degree of variability with which learner–learner interaction is measured in research. The variability is determined both by the variety of the types of data on learner–learner interaction and by the variety of approaches that can be taken to the measurement of learner–learner interaction based on the different types of data. On the other hand, the impact is reflected in the intricacy with which the different aspects of learner–learner interaction, captured by the different approaches to the measurement of learner–learner interaction, interdepend in learning in digital learning environments. The studies, presented in this dissertation, taken collectively fulfil the triple function of (a) refining our understanding of learner–learner interaction; (b) guiding and improving our interpretation of research findings on learner–learner interaction; and (c) providing guidance and pointers for research and practice, together with identifying the potential pitfalls in researching learner–learner interaction. Show less
Massive Open Online Course (MOOC) platforms capture the digital traces of millions of learners and generate an avalanche of “numbers” on learner behavior in MOOCs. Yet little is known about the... Show moreMassive Open Online Course (MOOC) platforms capture the digital traces of millions of learners and generate an avalanche of “numbers” on learner behavior in MOOCs. Yet little is known about the dynamics through which MOOCs can support individual learning as the cognitive and social constituents of this complex process and their interplay within this process do not clearly surface in this large mass of “numbers”. This study analyzed the content generated by learners in a MOOC discussion forum with a particular focus on the still under-explored cognitive dimension of learning in MOOCs and demonstrated how certain levels of cognitive engagement relate to learning. It further examined the interplay between the cognitive and social aspects, revealing the moderating role of the social aspect in the association between the lowest level of cognitive engagement and learning in a MOOC environment. The study concludes with discussing the theoretical and practical implications of the findings and with highlighting the need to consider the interdependencies between the cognitive and social variables and learning when designing and evaluating MOOCs. Show less
Massive Open Online Course (MOOC) platforms capture the digital traces of millions of learners and generate an avalanche of “numbers” on learner behavior in MOOCs. Yet little is known about the... Show moreMassive Open Online Course (MOOC) platforms capture the digital traces of millions of learners and generate an avalanche of “numbers” on learner behavior in MOOCs. Yet little is known about the dynamics through which MOOCs can support individual learning as the cognitive and social constituents of this complex process and their interplay within this process do not clearly surface in this large mass of “numbers”. This study analyzed the content generated by learners in a MOOC discussion forum with a particular focus on the still under-explored cognitive dimension of learning in MOOCs and demonstrated how certain levels of cognitive engagement relate to learning. It further examined the interplay between the cognitive and social aspects, revealing the moderating role of the social aspect in the association between the lowest level of cognitive engagement and learning in a MOOC environment. The study concludes with discussing the theoretical and practical implications of the findings and with highlighting the need to consider the interdependencies between the cognitive and social variables and learning when designing and evaluating MOOCs. Show less
Gulden, R. van der; Heeneman, S.; Kramer, A.W.M.; Laan, R.F.J.M.; Scherpbier-de Haan, N.D.; Thoonen, B.P.A. 2020
Background It is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common... Show moreBackground It is assumed that portfolios contribute to self-regulated learning (SRL). Presence of these SRL processes within the documentation kept in portfolios is presupposed in common educational practices, such as the assessment of reflective entries. However, questions can be asked considering the presence of SRL within portfolios. The aim of this study was to gain insight into the documentation of SRL processes within the electronic (e)-portfolio content of medical trainees. SRL consists of numerous processes, for this study the focus was on self-assessment via reflection and feedback, goal-setting and planning, and monitoring, as these are the processes that health professions education research mentions to be supported by portfolios. Methods A database containing 1022 anonymous e-portfolios from General Practitioner trainees was used to provide descriptive statistics of the various available e-portfolio forms. This was followed by a quantitative content analysis of 90 e-portfolios, for which, a codebook was constructed to rate the documentation of the included SRL processes. Results The numbers of forms in the e-portfolios varied to a great extent. Content analysis showed a limited documentation of reflective entries, and available entries mainly described events and experiences without explanations and context. Feedback was generally limited to comments on what went well and lacked specificity, context and suggestions for future action. Learning goals and plans were short of specificity, but did contain challenging topics and different goals were compatible with each other. 75% of the e-portfolios showed (limited) signs of monitoring. Conclusions The e-portfolio content showed limited documentation of SRL processes. As documentation of SRL requires time and asks for a high level of introspection and writing skills, one cannot expect documentation of SRL processes to appear in e-portfolio content without efforts. Show less
