4,139 research outputs found
Understanding, measuring and improving simulation-based learning in higher education: Student and teacher learning perspectives
Get PDFThis paper contains a critical discussion of the special issue in Learning and Instruction on advances in simulation-based learning (SBL) in higher education. The discussion is organized around the following themes: usefulness of simulations; theoretical framework; tasks used and performance criteria; validity of strategy indicators; duration of tasks and interventions; self-regulated learning; learning-focus vs performance-focus; from correlates of performance to effectiveness of scaffolds; scaffolding and adaptive feedback; comparing different kinds of prompts and feedback; role of prior knowledge; generalizability to other domains; and extent to which the aims have been met. It is concluded that altogether this special issue is an important step forward in research on simulation-based learning. Directions for future research are given in terms of duration of the interventions, nature of the outcome measures, validity of strategy indicators, and translation of descriptive findings into prescriptive design principles
Karakteristieken van professionaliseringsaanpakken die leiden tot het leren van docenten in de context van innovaties: een literatuuroverzicht
No full textEen belangrijke eerste stap in het begrijpen van wat werkt in het professionaliseren van hoger onderwijs (HO) docenten in de context van innovaties is het in kaart brengen van wat er al bekend is over dit onderwerp. Eerdere reviews hebben vaak wel onderzoek naar de professionalisering van HO docenten gesynthetiseerd (e.g., De Rijdt et al., 2013), maar hebben daarbij de invloed van de innovatiecontext niet meegenomen. Juist omdat innovaties er vaak toe leiden dat docenten een nieuwe rol moeten aannemen kan dit van grote invloed zijn op de effectiviteit van de professionalisering. Daarom heeft deze review twee doelen: Het in kaart brengen van de variëteit van professionaliseringsaanpakken voor HO docenten in de context van innovatie en daarnaast het identificeren van combinaties van karakteristieken van professionaliseringsaanpak en innovatie die vaak samen voorkomen, om werkzame mechanismes aan te wijzen. Professionaliseringsaanpakken kunnen bestaan uit verschillende activiteiten, zoals een workshop of een PLG. Vermunt en Verloop (1999) maken onderscheid tussen georganiseerde lesactiviteiten en de leeractiviteiten die lerenden zelf ondernemen, zoals het geven van feedback of het uitvoeren van onderzoek. Dit onderscheid houden we ook aan in deze review, om meer inzicht te krijgen in de mechanismes die leiden tot positieve uitkomsten
VERMUNT (1994) ÖĞRENME STİLLERİ ENVANTERİNİN TÜRKÇEYE UYARLANMASI
No full textBu araştırmanın amacı üniversite öğrencilerinin öğrenme stillerini tespit etmek amacı ile Jan D. Vermunt (1994) tarafından geliştirilen öğrenme stilleri envanterinin Türkçeye uyarlanmasıdır. Çalışmanın hedefleri ve teorik temelleri doğrultusunda, Brislin ve ark. (1973) tarafından geliştirilen anket uyarlama modeli temel alınmıştır. Çalışma kapsamında öncelikle öğrenme kuramları ve özellikle öğrenme stilleri genel başlığı ile ilgili olarak literatür taraması yapılmıştır. Çalışmada temel alınan model çerçevesinde Vermunt (1994) tarafından geliştirilen Öğrenme Stilleri Envanteri (ILS)'nin Türkçeye çevirisi gerçekleştirilmiştir. Türkçeye çevirisi tamamlanan envanter Gazi Üniversitesi, Gazi Eğitim, Mühendislik ve Mimarlık, Teknik Eğitim, Tıp Fakültesi, Hukuk, Diş Hekimliği, Eczacılık fakültelerinde 2008-2009 eğitim-öğretim yılında okuyan 840 öğrenciye uygulanmıştır. Uygulama sonrası elde edilen veriler Lisrel paket programı kullanılarak, doğrulayıcı madde analizi ile test edilmiştir. Analiz sonuçları Öğrenme Stilleri Envanteri'nin Türkçe formunun beklenen şekilde dört boyutlu olduğunu göstermiştir. Çalışma sonucu envanterden elde edilen güvenirlik katsayıları envanterin üçüncü boyutu olan 'öğrenme yönelimleri' boyutu haricinde kabul edilir düzeydedir. Envanterin boyutların alt boyutları arasındaki iç tutarlılık kat sayıları, işlem stratejileri boyutunda .69 - .84, düzenleme stratejileri boyutunda .60 - .83, öğrenme yönelimleri boyutunda .44 - .70, zihinsel öğrenme modelleri boyutunda .73 - .87 aralıklarında değişmektedir. Envanterin 4 boyutuna ilişkin genel uyum katsayıları = 1477.72; = 15.08; GFI = .82, AGFI = .75, CFI iii = .91 ve RMSEA = .13'tür. Envanterin bu hali ile gruplar arası ortalama puan farklılıklarının belirlenmesinde kullanılması düşünülmelidir.The aim of this research is to adapt Inventory of Learning Styles, developed by Jan. D. Vermunt (1994), to Turkish in order to identify the learning styles of higher education student. In accordance with the targets and theoretical basis of the research, the inventory adapting model, described by Bristlin et al. (1973), is based. According to the content of this research, literature related learning theories and especially about the general title learning styles were scanned. Within the frame of method used in the research Inventory of Learning Styles developed by Vermunt (1994) was translated to Turkish. With the inventory that Turkish adaptation study was completed, the research was made on 840 student who study on Gazi University, Faculty of Education, Engineering and Architecture, Technical Education, Medicine, Law, Dentistry, Pharmacy on the academic year of 2008-2009. Data's which was handed end of the study was tested with the model of inventory of learning styles, stated by Vermunt, by doing confirmatory item analysis with Lisrel program. Analysis results of Turkish form of the Learning Styles Inventory showed as expected that four-dimensional. The reliability coefficients obtained from the inventory study results except on the third dimension, the inventory \'learning orientations\', are in acceptable levels. The internal consistency between sub-dimensions on the inventory, processing strategies dimension .69 - .84, regulation strategies dimension .60- .83, learning orientations dimension .44 - .70, mental models of learning dimension .73 - .87 ranges vary. The overall compliance coefficients belong 4 dimension of inventory is = 1477.72; = 15.08; GFI = .82, AGFI = .75, CFI = .91 ve RMSEA = .13. It should be considered to use Inventory with this state determining average score differences between groups
Reliability coefficients from the Inventory of Learning patterns of Students (ILS)
No full textReliability coefficients of the Inventory of Learning patterns of Students (ILS; Vermunt, 1998), retrieved from articles and research reports of studies that met the eligibility criteria detailed in the prospective register: Anna Ciraso-Calí, J. Reinaldo Martínez-Fernández, Laura García Ravidà, Antonio Vega Martínez, Carla Quesada-Pallarès, Jan D. Vermunt. Reliability generalization of Vermunt’s Inventory of Learning Patterns: a meta-analysis of alpha coefficients. PROSPERO 2021 CRD42021239103 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021239103 It contains variables that describe each study, and all the available alpha coefficients for each subscale (with the corresponding information about number of item for each subscale). It is intented to be useful for reliability generalization studies (meta-analysis of alpha coefficients)
Reliability coefficients from the Inventory of Learning patterns of Students (ILS)
No full textReliability coefficients of the Inventory of Learning patterns of Students (ILS; Vermunt, 1998), retrieved from articles and research reports of studies that met the eligibility criteria detailed in the prospective register:
Anna Ciraso-Calí, J. Reinaldo Martínez-Fernández, Laura García Ravidà, Antonio Vega Martínez, Carla Quesada-Pallarès, Jan D. Vermunt. Reliability generalization of Vermunt’s Inventory of Learning Patterns: a meta-analysis of alpha coefficients. PROSPERO 2021 CRD42021239103 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42021239103
It contains variables that describe each study, and all the available alpha coefficients for each subscale (with the corresponding information about number of item for each subscale).
It is intented to be useful for reliability generalization studies (meta-analysis of alpha coefficients).</p
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