66 research outputs found
The Pelvic Floor Complaint-related Psychological Burden Inventory
No full textBrand, A., Waterink, W., Rosas, S., van Lankveld, J.: Measuring the psychological burden of women with pelvic floor complaints: The psychometric characteristics of a new instrument [version 1; peer review: awaiting peer review]. Open Research Europe 3(83) (2023). doi:10.12688/openreseurope.15833.
A Case Study in the Measurement of Educational Efficiency in Open and Distance Learning
No full textTattersall, C., Waterink, W., Höppener, P., & Koper, R. (2006). A Case Study in the Measurement of Educational Efficiency in Open and Distance Learning. Distance Education, 27(3), 391-404.Open and Distance Learning (ODL) gives learners control of the time, place and pace of learning, often being characterised as flexible learning. However, this flexibility goes hand-in-hand with procrastination and non-completion. As a result, the efficiency of the educational process is of importance to ODL Providers, governmental funding agencies and learners themselves. This article provides a definition of educational efficiency and a describes a method for its measurement given the special characteristics of ODL. A case study illustrating the analysis of the efficiency of an ODL study programme is presented to illustrate the practical application of the definition. The article concludes with a discussion of the wider applicability of the measurement method in the context of lifelong learning
IN STEADY HETEROSEXUAL RELATIONSHIPS MEN MASTURBATE MORE THAN WOMEN BECAUSE OF GENDER DIFFERENCES IN SEX DRIVE
No full textThis study investigated the suggestion that a gender difference in the frequency of masturbation exists due to a gender difference in sex drive. The research sample consisted of 554 Dutch participants of whom 355 were women and 199 men. The average age of the women was 42.02 years (SD = 10.77) and the average age of the men was 44.62 years (SD =11.06). All participants were engaged in a steady heterosexual relationship. Higher sex drive scores were significantly positively related to the frequency of reported masturbation (B = .14; t(550) = 10.33, p < .001) and the frequency of reported partnered sex (B = .07; t(550) = 5.10, p < .001). Furthermore, women reported a masturbation frequency of about once per two weeks, while men reported a significantly higher masturbation frequency of about twice per week (B = -.77; t(551) = -11.70, p < .001). Regarding reported frequency of partnered sex, no significant gender difference was found (B = -.04; t(551) = -.62, p = .534). Both women and men reported a frequency of about three times per two weeks. With regard to masturbation, a mediation analysis controlled for age with sex drive as a mediator, showed that sex drive significantly mediated the relationship between gender and the reported frequency of masturbation (Z = -9.14, SE = .06, p < .001). The same mediation analysis was performed regarding the reported frequency of partnered sex. For partnered sex, sex drive also had a significant mediation effect, but as a suppressor (Z = -4.85, SE = .05, p < .001). It is concluded that in steady heterosexual relationships, the gender difference in sex drive is responsible for the fact that men masturbate more than women. Possible reasons for this are explored
Towards the measurement of sex drive as an evolutionary supremacy:
No full textIf the human sex drive is an evolutionarily-instigated motivation towards procreation, then the strength of men and women’s sex drive should be dependent on factors affecting offspring. In this study, the effect of gender was investigated among 534 participants by means of a survey that was based on evolutionary adaptations underlying sexual behaviour, This survey the basis for a new research line. Analysis of covariance showed that, in general, men have a higher sex drive than women. These results are in line with studies of sexual selection and partner choice preferences where evolved behavioural manifestations of sex drive facilitate the competition and rivalry for access to a partner, and where men differ from women with regard to their participation in parental investment
A New Linkage for the Assessment of Prior Learning
No full textKalz, M., Van Bruggen, J., Giesbers, B., Waterink, W., Eshuis, J., & Koper, R. (2007). A New Linkage for Prior Learning Assessment. In European Institute for E-Leatrning (Ed.). Proceedings of the conference ePortfolio 2007 'Employability and Lifelong Learning in the Knowledge Society'. October, 18-19, 2007, Maastricht, The Netherlands. [See also http://hdl.handle.net/1820/1680 ]Technology can help to develop new approaches for today’s assessment practice. This contribution presents a project that concentrates on the use of electronic portfolios and Latent Semantic Analysis (LSA) to assess prior learning experiences of learners. After an introduction the assessment triangle is presented as a reference framework. The role of the electronic portfolio for prior learning assessment is identified. Latent Semantic Analysis is introduced as an innovative assessment technology. A report about a recently conducted cased study at the Open University of the Netherlands follows. A problem discussion and research outlook rounds up the article.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org
Seksuele en psychologische kenmerken van vrouwen die behandeld worden door een bekkenfysiotherapeut
No full textDit artikel omvat een samenvatting van mijn proefschrift. Ik heb mijn promotieonderzoek uitgevoerd onder begeleiding van Em. Prof. dr. Jacques van Lankveld en Dr. Wim Waterink bij de Open Universiteit in Heerlen. Een aantal deelstudies werden uitgevoerd in samenwerking met Dr. Slavi Stoyanov, en Dr. Xynthia Kavelaars, beiden werkzaam bij de Open Universiteit in Heerlen, en met Scott Rosas, directeur van Concept Systems in Ithaca, in de USA
Recommendation strategies for e-learning: preliminary effects of a personal recommender system for lifelong learners
No full textDrachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Berlanga, A. J., Nadolski, R. J., Waterink, W., Boers, N., & Koper, R. (2007). Recommendation strategies for e-learning: preliminary effects of personal recommender system for lifelong learners. Unpublished manuscript.This article presents research on personal recommender systems for lifelong learning. The personal recommender systems supports lifelong learners in Learning Networks. A first version was evaluated in an experiment during an Introduction Psychology course of the Psychology Department at the Open University of the Nederlands. The learning activities of the psychology course and the personal recommender system were integrated into a Moodle environment, which operates as an emulated Learning Network. Therefore, no curriculum structure was applied and the students were allowed to study the learning activities in any order they wanted.
The implemented personal recommender system combines a top-down, ontology-based recommendation technique with a bottom-up, stereotype filtering technique. Both techniques were combined in a recommendation strategy that decided which of the techniques were most suitable for the current situation a learner was in.
This article presents preliminary results of the experiment and discusses the advantages and disadvantages of the used recommendation strategy. It further argues for the benefit of recommendation strategies for a personal recommender system in e-learning in general.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org
Learners’ evaluation of a navigation support tool in distance education
No full textBolman, C., Tattersall, C., Waterink, W., Janssen, J., Van den Berg, B., Van Es, R., et al. (2007). Learner’s evaluation of a navigation support tool in distance education. Journal of Computer Assisted Learning, 23 (5), 384-392.This article investigates the usability of a navigation support tool developed to guide learners in a
lifelong learning environment. The navigation support tool generates advice on the best next step to
take in an e-learning course following completion of a course module, and was evaluated in a largescale
experimental study based around an online Internet skills course. This article follows on from the
experimental study and examines learners’ evaluation of the navigational support. It uses
automatically generated logs of completion of course modules and learners’ answers to online
questionnaires to give insight into learners’ evaluation, learners’ adherence to the advice and selfefficacy
information.
The article describes the theoretical underpinnings of the work, the experimental setup and results,
and draws conclusions to refine the navigation tool and to increase adherence to the advice
Effects of the ISIS Recommender System for Navigation Support in Self-Organized Learning Networks
No full textDrachsler, H., Hummel, H. G. K., Van den Berg, B., Eshuis, J., Waterink, W., Nadolski, R., Berlanga, A., Boers, N., & Koper, R. (2008). Effects of the ISIS Recommender System for Navigation Support in Self-Organized Learning Networks. In M. Kalz, R. Koper, V. Hornung-Prähauser & M. Luckmann (Eds.). Proceedings of the 1st Workshop on Technology Support for Self-Organized Learners (TSSOL08) in conjunction with 4th Edumedia Conference 2008 Self-organised learning in the interactive Web – Changing learning culture? (pp. 106-124). June, 2-3, 2008, Salzburg, Austria: CEUR Workshop Proceedings. Available at http://ceur-ws.org/Vol-349The need to support users of the Internet with the selection of information is becoming more important. Learners in complex, self-organising Learning Networks have similar problems and need guidance to find and select most suitable learning activities, in order to attain their lifelong learning goals in the most efficient way. Several research questions regarding efficiency and effectiveness deal with adequate navigation support through recommender systems. To answer some of these questions an experiment was set up within an Introduction Psychology course of the Open University of the Netherlands.
Around 250 students participated in this study and were monitored over an experimental period of four months. All were provided the same course materials, but only half of them were supported with a personalized recommender system. This study examined the effects of the navigation support on the completion of learning activities (effectiveness), needed time to comply them (efficiency), actual use of and satisfaction with the system, and the variety of learning paths. The recommender system positively influenced all measures, by having significant effects on efficiency, satisfaction and variety.The work on this publication has been sponsored by the TENCompetence Integrated Project that is funded by the European Commission's 6th Framework Programme, priority IST/Technology Enhanced Learning. Contract 027087 [http://www.tencompetence.org
Towards the measurement of sex drive as an evolutionary supremacy:
No full textIf the human sex drive is an evolutionarily-instigated motivation towards procreation, then the strength of men and women’s sex drive should be dependent on factors affecting offspring. In this study, the effect of gender was investigated among 534 participants by means of a survey that was based on evolutionary adaptations underlying sexual behaviour, This survey the basis for a new research line. Analysis of covariance showed that, in general, men have a higher sex drive than women. These results are in line with studies of sexual selection and partner choice preferences where evolved behavioural manifestations of sex drive facilitate the competition and rivalry for access to a partner, and where men differ from women with regard to their participation in parental investment
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