ODISSEI (Open Data Infrastructure for Social Science and Economic Innovations)
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Chapter 5: Validation of the International Online Collaboration Competencies (IOCCs) Scale in Undergraduate Health Profession Students
No full textSummary
In chapter 5 we report the psychometric evaluation of the newly developed IOCCs scale to evaluate its validity and reliability, guided by the research question: “How valid and reliable is the newly developed scale for assessing IOCCs among health professions students?”. Data was obtained from the design-based research study, submitted as Kolm et al. 2024). Chapter 5 describes the factor analysis and model fit of the developed IOCCs scale.
Description of the attached filesThe attached files provide the dataset for the psychometric evaluation:
Dataverse_Chapter 5_Kolm Alexandra.xlxs
Dataverse_Chapter 5_Kolm Alexandra.savBR
Study 5: Impact of Native and Nonnative Study Partners on Medical Students’ Confidence and Collaborative Strategies in Second Language Medical Dutch Learning
No full textSummary of the Study:
This study examined how pairing with native Dutch speakers versus nonnative peers influences international medical students’ confidence, collaborative strategies, and learning experiences in a Medical Dutch course, guided by Kolb’s Experiential Learning Framework.
• Design: Mixed-methods, pre–post quasi-experimental design.
• Participants: 12 third-year international medical students at Maastricht University (B2 Dutch CEFR).
o Mixed group: 4 students paired with highly proficient native Dutch partners.
o Homogeneous group: 8 students paired with nonnative peers.
• Procedure:
o 15-week program (weekly 2-hour medical Dutch lessons + 3 simulated patient consultations).
o Roles alternated between student-doctor and observer.
o Instruments:
Need Satisfaction Competence Scale (NSCS) for pre- and post-test confidence.
Semi-structured interviews (covering atmosphere, partner support, confidence, language learning).
Content, thematic, and network analysis to model relationships between themes .
Key Findings:
1. Confidence (NSCS results):
o Homogeneous nonnative group: significant confidence gain (+11.3%, p=.03).
o Mixed group: slight decrease in confidence (–10.7%, ns) .
o Decline in mixed group linked to social comparison with native partners.
2. Common themes (both groups): Positive atmosphere, collaboration, confidence .
3. Homogeneous group:
o Emphasized interpersonal relationships and feedback-seeking.
o Communication-focused collaborative strategies.
o Built self-confidence through mutual support.
4. Mixed group:
o Prioritized language learning and motivation.
o Reported personal growth (reflection, self-improvement, analytical thinking).
o Confidence declined despite motivational benefits.
5. Network analysis:
o Homogeneous group: confidence central theme.
o Mixed group: motivation central theme .
6. Conclusion:
o Start courses with homogeneous nonnative pairings to build confidence and collaboration.
o Introduce native partners later to boost motivation and language proficiency .<BR
Erdem Onan - Phd Project data for study 1
No full textTitle
Growing out of the experience: How subjective experiences of effort and learning influence the use of interleaved practice
Summary
This study examines how students choose between blocked and interleaved practice with a specific focus on their subjective experiences of effort and learning. Additionally, it tests the effectiveness of a novel instructional tool called visual feedback prompts in promoting the self-regulated use of interleaving. 150 self-claimed students recruited from Prolific participant pool. The experiment was designed and conducted on Qualtrics.
Data Description
1. Quantitative Data
• Ratings of Perceived Effort and Perceived Learning
• Classification Performance
• Learning Strategy Beliefs
• Learning Strategy Choices
• Mediation Analyses: Mediation
• Regression slopes for Perceived effort and learning.
2. Qualitative Data
• Reasons using blocked and interleaved practice
• Answers to prompt questions in the visual feedback.
• Thoughts on the utility of Visual Feedback.
3. Codes
• Str. Strategy Choices in a chronological order. (1,2,3)
-Binary coded 1: Blocking; 2 Interleaving
• PE. Perceived Effectiveness (Strategy Beliefs), B indicating for blocking and I indicating for Interleaving. Chronologically ordered.
• Feedback: Whether they received the intervention or not.
- Binary coded 0: No; 1 Yes
• Classification Performance: Labelled with the names of the artists:
-Binary coded 0 : Incorrect; 1: Correct<BR
Study 4: Emotional Reactions to Complexity and Collaboration: Insights from Virtual Patient Simulations
No full textSummary
This mixed-method study examined how task complexity and collaborative learning influence students’ cognitive and emotional responses during simulation-based training with virtual patients (VPs). Seventy-five dental students were randomly assigned to one of four training conditions in a 2×2 factorial design: low-complex/individual, low-complex/collaborative, high-complex/individual, and high-complex/collaborative. Emotional states were measured before and after VP sessions, and cognitive load was assessed during training. In the assessment phase, 67 students completed two new VPs of varying complexity. Additionally, twelve students were interviewed about their emotional experiences. The results revealed significant interactions between task complexity and learning mode, particularly in affective outcomes: students trained collaboratively with low-complex VPs reported higher levels of invigoration than those in the high-complex condition. The findings underscore the importance of considering both cognitive and affective factors in the instructional design of collaborative VP training.
Dataset
The dataset includes both quantitative and qualitative data from 75 participants. The first file, ‘emotional and cognitive measures’, contains anonymized participant data on emotional state ratings (before and after each VP), self-reported cognitive load, task complexity, and learning mode. The second file, ‘interview excerpts’, includes coded quotes from twelve students describing their emotional experiences with VPs, categorized by training condition and emotional themes (e.g., invigoration, anxiety). This dataset supports the exploration of how instructional design features influence students’ emotions and cognitive processing in simulation-based dental education.<BR
Transforming hostility: The potential of benefit-finding and compassion as positive reappraisal strategies
No full textThis study examined the efficacy of benefit-finding and compassion-focused reappraisal on hostility, positive affect (PA), and negative affect (NA) following anger recall, while exploring the moderating role of trait prevention focus. Using a within-subjects design, 102 participants recalled autobiographical anger-eliciting memories and completed condition-specific writing tasks (benefit-finding, compassion, control). Results from repeated-measure ANOVAs showed that both benefit-finding and compassion significantly reduced hostility across measures (directed anger, state anger, aggressive tendencies, behavioral aggression) compared to the control condition. Benefit-finding also significantly increased PA, outperforming compassion and control conditions, while NA changes did not differ across conditions. Prevention focus did not moderate outcomes. Findings suggest that benefit-finding and compassion effectively reduce hostility, with benefit-finding uniquely enhancing PA, aligning with the Broaden-and-Build Theory. Implications for emotion regulation interventions and future research are discussed
Wat is eigendom
No full textEen sociologisch onderzoek onder een representatieve steekproef van de Nederlandse bevolking van 18 jaar en ouder naar hun opvatting van het begrip eigendom. De steekproef betreft 2332 respondenten en is gehouden in het najaar van 2016. NB. het onderzoek gaat niet over eigendom als vermogen
Drugs Monologen App Heerlen
No full textDrugs Monologen was een digital storytelling en oral history project van de Open Universiteit (Faculteit Cultuurwetenschappen) en het Poppi Drugs Museum dat liep van oktober 2023 tot oktober 2025. Het project draaide om het bestuderen van de Nederlandse drugsgeschiedenis vanuit het perspectief van mensen die zelf drugs gebruikten in de periode ca. 1960-2000. In dit kader vonden 28 oral history interviews en 5 thematische groepsinterviews plaats. Daarnaast werd een speciale app ontwikkeld waarmee deelnemers op de Drugs Monologen website hun eigen historische ‘monoloog’ konden vertellen en bijdragen aan het onderzoek. Deze laatste methode leverde 51 monologen op. De oral history interviews, groepsinterviews en monologen waarvoor van de verteller toestemming werd verkregen voor gebruik voor toekomstig onderzoek zijn hier bewaard. Bij alle Nederlandstalige items is een transcriptie toegevoegd. Dit item maakt deel uit van deze datacollectie. Vanwege de privacygevoelige aard van de data kunnen deze alleen worden geraadpleegd na via de daartoe bestemde knop toestemming te hebben aangevraagd en verkregen voor toegang tot deze dataset
Drugs Monologen interview Ton Nabben
No full textDrugs Monologen was een digital storytelling en oral history project van de Open Universiteit (Faculteit Cultuurwetenschappen) en het Poppi Drugs Museum dat liep van oktober 2023 tot oktober 2025. Het project draaide om het bestuderen van de Nederlandse drugsgeschiedenis vanuit het perspectief van mensen die zelf drugs gebruikten in de periode ca. 1960-2000. In dit kader vonden 28 oral history interviews en 5 thematische groepsinterviews plaats. Daarnaast werd een speciale app ontwikkeld waarmee deelnemers op de Drugs Monologen website hun eigen historische ‘monoloog’ konden vertellen en bijdragen aan het onderzoek. Deze laatste methode leverde 51 monologen op. De oral history interviews, groepsinterviews en monologen waarvoor van de verteller toestemming werd verkregen voor gebruik voor toekomstig onderzoek zijn hier bewaard. Bij alle Nederlandstalige items is een transcriptie toegevoegd. Dit item maakt deel uit van deze datacollectie. Vanwege de privacygevoelige aard van de data kunnen deze alleen worden geraadpleegd na via de daartoe bestemde knop toestemming te hebben aangevraagd en verkregen voor toegang tot deze dataset
Database PhD onderzoek vijandelijke onderdanen obv NBI - Oprel
No full textDatabase op basis van een deel van het kaartregister Nederlandse Beheersinstituut of NBI (Nationaal Archief, archiefnummer 2.09.16). Dit kaartregister bevat 256 dozen met kaarten. In deze dataset is de informatie op kaarten in een subset van achttien dozen met bijna 24.000 kaarten omgezet naar een digitale database. De subset gaat over (Joods-)Duitse inwoners van Nederland die na de Tweede Wereldoorlog tot vijandelijk onderdaan verklaard werden. Naar hen werd onderzoek gedaan in het kader van 'ontvijanding'. Op de kaarten staat informatie zoals naam, geboorteplaats, woonplaats en uitkomst van het ontvijandingsonderzoek
Navigating Confidentiality Dilemmas in Student Support: An Institutional Ethnography Informed Study
No full textThis study investigates how personal tutors navigate confidentiality challenges in student support. Our research question is “what is the work of personal tutors in navigating the delicate balancing between respecting and disclosing confidentiality”. We conducted 11 semi-structured interviews with personal tutors and reviewed national and institutional-level policy documents. Our findings call for a more nuanced approach towards understanding confidentiality dilemmas in student support.<BR