MOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.In MOOC integration, it is currently unclear... Show moreMOOCs are large-scale (Massive), Open to all, Online Courses. As universities invested substantially in MOOCs, (re)use in campus education manifested.In MOOC integration, it is currently unclear how to design for high-quality teaching and learning. We questioned: 'What do medical MOOCs offer for integration into campus education?' (H2 and H3); ‘What does creating and integrating a MOOC entail?’ (H4 and H5); and 'How can learning in integrated MOOCs be supported?' (H6, H7 and H8). For high-quality teaching we conclude: (1) Medical MOOCs offer numerous opportunities for integration, including high-quality, innovative options; (2) Medical MOOCs do not share one profile for teaching modes or quality principles, and each MOOC should be examined; and (3) the practice of MOOC integration is not a simple process and requires time, several steps and specific knowledge. For high-quality learning we conclude: (1) Monitoring motivation and self-regulated learning is essential for support, and personalized motivation support can be linked to integration designs; (2) Trust in the teacher is important for students, and can be the key to promote motivation; and (3) Learning goal acceptance can bridge the gap between the desire to allow students to set personal goals and the practical preference to assign learning goals. Show less
An increasing number of students diagnosed with autism spectrum disorder (ASD) enter higher education each year. Researchers from Leiden University collaborated with Stumass (JADOS) to identify... Show moreAn increasing number of students diagnosed with autism spectrum disorder (ASD) enter higher education each year. Researchers from Leiden University collaborated with Stumass (JADOS) to identify factors that are important for the quality of life of these young adults. The extent to which a student with ASD feels able to show flexible behavior, self-monitor one’s own social behavior, and plan and organize daily activities proved important for satisfaction and study success in daily life. Our research showed that emotional awareness and the ability to use one's own emotions as a means of navigation in daily functioning are less well developed in young adults with ASD. The ability to regulate emotions contributes to adaptive behavior in social situations, and to the perceived quality of life. In addition, it was found that for many students with ASD, the autonomic nervous system is less adaptive in response to socially meaningful information, compared to their typically developing peers. This can have consequences for the experience of social situations. The results described in this thesis emphasize the importance of developing interventions that strengthen executive functioning and emotion regulation in this group of young adults with ASD. Supporting self-regulation could improve quality of life for students with ASD. Show less
The aim of this research is to contribute to the academic discussion on the problem universities face regarding their capacity to function as integrated organisations. This study analyses the... Show moreThe aim of this research is to contribute to the academic discussion on the problem universities face regarding their capacity to function as integrated organisations. This study analyses the universities’ capacity to coordinate different internal interests based on common aims. Three Chilean institutions were considered: a state university, a traditional private university and a private university. The evidence demonstrates different scenarios for internal strategic alignment are mainly influenced by the power balance produced between the three institutional governance components: the upper-level managerial body, the central administration and the faculties. This balance is conditioned by three factors: first, the governance arrangements that regulate the power balance between the three internal governance components and their capacity to promote coherence and alignment. The second element is associated with the individual capacities of those who exercise high-up or mid-level managerial positions, whether individuals or collegiate. The results show that personal skills and proficiency can either boost or weaken the role of the authorities and their degree of influence in decision-making. The third factor is linked to the individual interests that motivate the behaviour and preferences of those who form part of the three institutional governance components. Show less
Assessment is an integral part of Higher Education. In addition to final exams, students are often presented with different types of assessment during the semester, which is called intermediate or... Show moreAssessment is an integral part of Higher Education. In addition to final exams, students are often presented with different types of assessment during the semester, which is called intermediate or continuous assessment. Previous research indicated that intermediate assessment is beneficial for student results, but there is no evidence whether specific assessment characteristics may be more beneficial than others. The studies in the current thesis investigate the effects of specific assessment characteristics on grades, and the perceptions about intermediate assessment of teachers and students in first-year undergraduate law, criminology, and psychology courses. From the literature review it could be concluded that intermediate assessment is mostly beneficial to grades, independent specific assessment characteristics. The interview studies show that teachers and students have positive perceptions of intermediate assessment, but teachers value the assess different knowledge or skills and students want intermediate assessments related to the final exam. Furthermore, teachers’ main goal for intermediate assessment is supporting student learning. A questionnaire study with first-year law and criminology studies shows that intermediate assessment can improve the lagging results of male students. In general it can be concluded that using intermediate assessment is effective, regardless of characteristics and that assessment practices of teachers should be supported. Show less
