Open University of the Netherlands Research Portal
Not a member yet
37139 research outputs found
Sort by
A Critical Review of Using Learning Analytics for Formative Assessment: Progress, Pitfalls and Path Forward
No full textBackground: While formative assessment is widely regarded as essential for improving teaching and learning, it remains difficult to operationalize due to systemic misalignment with other instructional practices, limited teacher capacity, low feedback quality, inferential uncertainty, domain-general approaches, and validity concerns. Objectives: This editorial introduces a special issue that critically examines how learning analytics can contribute to advancing formative assessment by addressing persistent challenges in its design and implementation. Results and Conclusion: The twelve studies featured in this issue demonstrate several innovations such as adaptive feedback, multimodal analytics, predictive modeling, dashboard design, and evidence-centered assessment frameworks. Collectively, these studies demonstrate how learning analytics can enhance formative assessment by personalizing feedback, scaling dialogic feedback, understanding the nature of feedback, improving assessment validity, automating assessment, uncovering deeper learning patterns, and improving assessment alignment with instructional goals. However, the issue also highlights several underexplored gaps, including the limited disciplinary adaptation of analytics tools, a lack of ongoing student involvement in feedback design, insufficient attention to ethical concerns and the physiological and motivational dimensions of assessment, and a limited understanding of the role of emerging technologies, in particular, Generative AI (GenAI). This editorial argues for a more critical, inclusive, and context-sensitive approach to learning analytics in formative assessment—one that centers pedagogy, teacher and student agency, and long-term educational value. The contributions of this special issue lay essential groundwork for future research, policy, and practice aimed at transforming formative assessment through learning analytics
Exploring the Role of Sexual Creativity in Enhancing Sexual and Relationship Satisfaction:An Intervention Study
No full textStudents’ design of Seamless learning scenarios using Virtual worlds and 3D-models in archaeology
Get PDFEducation in domains such as archaeology, that are inherently about understanding and interpretation of (past and present) contexts, can potentially benefit from applying virtual reality (VR). To explore students’ perspectives on learning scenarios using VR and 3D models, we organised participatory design sessions with students. 21 students participated in group participative design activities. Students followed introductions on potential learning affordances of virtual reality technology (including 3D models) and the seamless learning design paradigm. They explored existing VR environments and 3D models in hands-on sessions. Students were also provided with design constraint ‘vignettes’ on authentic university courses with educational problems that needed to be solved. Based on this input, students (re)designed learning scenarios. Analysis of these learning scenarios shows that students were capable of (re-)designing learning scenarios that implemented virtual reality, addressing educational issues in existing courses. Moreover, the analysis indicated that students understood the seamless learning design paradigm quite well, as they implemented at least 6 of the 10 seamless learning dimensions. All scenarios covered the seamless learning dimensions of learning across time and place, formal vs informal learning, individual and group learning, knowledge synthesis and applying multiple pedagogical models
Edito:Tervurologie
No full textWie het museum van Tervuren bezoekt, betreedt een bezeten huis, bezield door de spoken van koloniale hekserij. Het zomernummer van rekto:verso is een poging tot exorcisme, met verbeelding als (uit)drijvende kracht. Kunnen we nieuwe Tervurens denken, in het meervoud
Can AI feedback stand alone for fostering students' presentation performance?:A comparison of AI-only versus teacher-supported AI feedback
No full textStudies have shown the potential of automated feedback for supportingstudents’ presentation skills in Immersive Virtual Reality (IVR)environments. However, the extent to which students canindependently uptake AI feedback messages, or whether they needteacher support in this task, remains unclear. This experimental studyaims to investigate the impact of AI feedback without (AI-only) andwith teacher support (teacher-supported AI feedback), received afterpresentation practice in IVR, on students’ presentation performance (i.e.presentation skills, perceptions of the presentation, and anxiety) andperceptions of the feedback utility. A total of sixty undergraduatestudents participated. Students’ presentation skills, perceptions, andanxiety were measured using rubrics and questionnaires. The resultsrevealed no significant differences between the two conditions,implying that AI-only feedback can be as effective as teacher-supportedAI feedback for supporting students’ presentation performance in IVR.Additionally, no significant difference was established betweenconditions for students’ perceptions of the feedback utility. Thesefindings suggest that students highly valued AI-only feedback andperceived it as an independent source of feedback for presentationperformance within IVR. This study contributes to the existing AIfeedback literature and advances our understanding regarding the useof AI as an independent feedback source in supporting student learning
Bridging the digital health divide:a narrative review of the causes, implications, and solutions for digital health inequalities
No full textBackground: Digital health interventions have the potential to improve health at a large scale globally by improving access to healthcare services and health-related information, but they tend to benefit more affluent and privileged groups more than those less privileged.Methods: In this narrative review, we describe how this ‘digital health divide’ can manifest across three different levels reflecting inequalities in access, skills and benefits or outcomes (i.e. the first, second, and tertiary digital divide). We also discuss four key causes of this digital divide: (i)) digital health literacy as a fundamental determinant; (ii) other personal, social, community, and societal level determinants; (iii) how technology and intervention development contribute to; and (iv) how current research practice exacerbates the digital health divide by developing a biased evidence base. Finally, we formulate implications for research, policy, and practice.Results: Specific recommendations for research include to keep digital health interventions and measurement instruments up to date with fastpaced technological changes, and to involve diverse populations in digital intervention development and evaluation research. For policy and practice, examples of recommendations are to insist on inclusive and accessible design of health technology and to ensure support for digital health intervention enactment prioritises those most vulnerable to the digital divide.Conclusion: We conclude by highlighting the importance of addressing the digital health divide to ensure that as digital technologies' inevitable presence grows, it does not leave those who could benefit most from innovative health technology behind
Effectiveness of a team-level participatory approach aimed at improving sustainable employability among long-term care workers:a randomized controlled trial
No full textOBJECTIVES: This study aimed to evaluate one-year effects of a team-level participatory workplace intervention on need for recovery and satisfaction of the needs for autonomy, competence and relatedness among long-term care workers by means of a randomized controlled trial.METHODS: Teams of long-term care workers were randomly assigned to the intervention group (ten teams; N=78) or the wait-list control group (ten teams; N=58). The intervention consisted of a problem inventory, related to the needs for autonomy, competence and relatedness, a brainstorm towards solutions and an action plan divided over three meetings guided by a facilitator. The primary outcome was need for recovery and secondary outcomes were the satisfaction of the needs for autonomy, competence and relatedness. Outcomes were measured at baseline and after 6, 9 and 12 months. Linear mixed model analyses were performed in R.RESULTS: There was no significant difference in need for recovery between groups over time. The intervention group did show a slight improvement of the satisfaction of the need for relatedness over time, while in contrast, the control group showed a decrease over time. The satisfaction of the need for autonomy and competence did not significantly differ between both groups over time.CONCLUSIONS: The approach had no significant effect on the primary outcome need for recovery. The intervention did have a significant positive impact on the satisfaction of the need for relatedness, possibly because, after a period of being unable to be close, it provided opportunity to gather and work together as a team.</p
Effectiveness of non-surgical interventions for patients with chronic sciatica:A systematic review with network meta-analysis
No full textThe objective of the study was to investigate the comparative effectiveness of non-surgical interventions for adults with chronic sciatica. EMBASE, MEDLINE, Cochrane Library, and CINAHL were searched until 7th June 2024 for randomized controlled trials (RCTs) of non-surgical interventions in adults (aged 18 or older) with chronic sciatica (3 months or longer). Primary outcomes were leg pain intensity and physical function at short-, medium-, and long-term follow-up. Two reviewers independently conducted the screening process, data extraction, and risk of bias assessment (with the Cochrane risk of bias 2.0 tool). Frequentist random effects network meta-analysis was conducted, and evidence confidence was evaluated with the CINEMA method. Fifty RCTs (4920 participants) were included. At short-term, spinal manipulative therapy (mean difference [MD] - 61.01, 95 % CI - 94.64 to - 27.39), exercise + neural mobilization (MD - 60.01, - 93.08 to - 26.95), and soft tissue anesthetic injections (MD - 60.01, - 99.08 to - 20.95) showed the largest reductions in leg pain intensity versus placebo (all based on very low confidence evidence). Epidural magnesium injections improved physical function at short-term (MD - 40.45, - 54.00 to - 26.89; very low confidence). Long-term reductions in physical function occurred with epidural steroid + ketamine injections (MD -15.51, - 21.50 to - 9.52) and epidural injections + physical therapy (MD - 12.01, - 17.27 to - 6.75; very low confidence). In summary, the evidence is very uncertain regarding the effectiveness of non-surgical interventions in patients with chronic sciatica. Future RCTs should minimize bias and include larger sample sizes to improve the confidence on the evidence base for chronic sciatica. PROTOCOL REGISTRATION: PROSPERO (CRD42022361572). PERSPECTIVE: Currently, no high-quality evidence confirms the superior effectiveness of any non-surgical intervention for patients with chronic sciatica. While some treatments may provide short-term leg pain relief, the very low confidence of the evidence highlights the need for rigorous and large-scale trials to better guide clinical decision-making.</p
Something Old, Something New, Something Borrowed, Something Blue
No full textAfscheidsrede Emile KolthoffIn 2010 werd Emile Kolthoff benoemd tot eerste hoogleraar Criminologie van de Open Universiteit. Vanuit de leerstoel werd onderzoek naar organisatiecriminaliteit en georganiseerde criminaliteit geïnitieerd, werd het onderwijs in de criminologie opgezet en werd het onderzoeksprogramma De veilige stad met bijbehorende minor ontwikkeld. De politie was daarbij een specifiek aandachtsgebied. In zijn afscheidsrede kijkt Kolthoff terug op de ontwikkelingen binnen het vakgebied sinds de instelling van de leerstoel en de implicaties daarvan voor de toekomst. De loopbaan en academische bijdragen van Emile KolthoffProf. dr. Emile Kolthoff (1958) bekleedde van 2010 tot medio 2024 de leerstoel Criminologie aan de Open Universiteit. De laatste jaren was hij tevens voorzitter van de Sectie Strafrecht van de faculteit Rechtswetenschappen. Tussen 2008 en 2022 was hij respectievelijk lector Veiligheid, Openbare orde en Recht aan de Juridische Hogeschool Avans Fontys en lector Ondermijning bij het Expertisecentrum Veiligheid van Avans Hogeschool. Hij is tevens gasthoogleraar aan de Universiteit van Aruba. Kolthoff volgde de opleiding tot inspecteur aan de Nederlandse Politie Academie en vervulde als officier verschillende functies bij het Korps Rijkspolitie en werkte in het politieonderwijs. Hij deed de master Criminologie aan de KU Leuven en de master Human Ecology aan de Vrije Universiteit Brussel. Kolthoff promoveerde aan de Vrije Universiteit van Amsterdam, waar hij tot 2020 verbonden bleef als fellow bij de onderzoeksgroep Integriteit van Bestuur. Na zijn afscheid blijft Kolthoff als hoogleraar verbonden aan de Open Universiteit en een aantal onderzoeksprojecten. Met ingang van 1 november 2024 is hij benoemd tot voorzitter van de Kwaliteitscommissie BIBOB bij het ministerie van Justitie & Veiligheid
Leader Humility and Affective Commitment:A Cross‐Sectional Study Among Hospital Nursing Teams
No full textAim: To examine in hospitals whether head nurses’ humility impacts nurses’ affective commitment and explore the role of safety, trust, and participative communication. Design: A cross-sectional survey design. Methods: In 2023, we assessed the perceptions of 536 nurses, nested in 103 wards of 12 hospitals. The data were analyzed using multilevel structural equation modeling. Results: In line with our conceptual model, head nurses’ humble leadership are positively associated with a psychological safety climate at the ward. Both humble leadership and a psychological safety climate are positively associated with nurses’ trust in the head nurse, which, in turn, is positively associated with nurses’ voice behavior and their feeling of being heard (i.e., participative communication). Finally, nurses’ feelings of being heard is positively associated with nurses’ affective commitment, while – in contrast to our hypotheses – nurses’ voice behavior is not. Conclusion: This study highlights the importance of a leadership approach that contrasts with traditional power-oriented leadership styles. Head nurses in hospitals demonstrating humble leadership behaviors (e.g., appreciating others, acknowledging weaknesses), and fostering a psychologically safe environment, can build trust, encourage open communication, and make nurses feel heard. This, in turn, can enhance nurses’ affective commitment to their hospital. Feeling genuinely heard when speaking up is significantly more impactful than merely voicing concerns. Implications for the profession: Nurses are confronted with increasing work pressure weighing in on their affective commitment. The findings indicate that when head nurses acknowledge their limitations, ask for feedback, and empower nurses in their ward, it can help build nurses’ affective commitment through safety, trust, and participative communication. Reporting method: This study adhered to the cross-sectional Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines