Publicaties
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Persistence of learning gains from computer assisted learning: Experimental evidence from China KU Leuven
Work-based learning: Development and validation of a scale measuring the learning potential of the workplace (LPW) KU Leuven
The current study presents a multi-dimensional scale measuring the learning potential of the workplace (LPW), which is applicable across various occupational settings. Based on a comprehensive literature review, we establish four theoretically relevant dimensions of work-based learning, which together constitute the learning potential of the workplace. The psychometric characteristics of our instrument were examined among a sample of Dutch ...
Employees' willingness to participate in work-related learning: A multilevel analysis of employees' learning intentions KU Leuven
The current study focuses on employees’ learning intentions, i.e. the willingness to undertake, formal work-related learning. This cross-sectional survey study included a sample of 1243 employees that are nested within 21 organisations. The results of the multilevel analysis show that self-directedness in career processes, time management, employability, organisational support and growth possibilities, prior participation, and initial level of ...
Enhancing students’ approaches to learning: The added value of gradually implementing case-based learning KU Leuven Universiteit Antwerpen
Previous research has shown the difficulty of enhancing students' approaches to learning, in particular the deep approach, through student-centred teaching methods such as problem- and case-based learning. This study investigates whether mixed instructional methods combining case-based learning and lectures have the power to enhance students' approaches to learning, compared to instructional methods using either case-based learning or lectures. ...
Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness KU Leuven Universiteit Antwerpen
This review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments. Both encouraging and discouraging factors can be situated in the context of the learning environment, in students’ perceptions of that context and in characteristics of the students themselves. Results show that students in different disciplines differ in the approach to learning they ...
Semisupervised category learning: The impact of feedback in learning the information-integration task Universiteit Gent
In a standard supervised classification paradigm, stimuli are presented sequentially, participants make a classification, and feedback follows immediately. In this article, we use a semisupervised classification paradigm, in which feedback is given after a prespecified percentage of trials only. In Experiment 1, feedback was given in 100%, 0%, 25%, and 50% of the trials. Previous research reported by Ashby, Queller, and Berretty (1999) indicated ...
Blocking of conditioned inhibition in human causal learning: No learning about the absence of outcomes KU Leuven
Compared to blocking of conditioned excitation, which is one of the most investigated cue competition phenomena, blocking of conditioned inhibition has more or less been neglected in conditioning research. We conducted a human causal learning study and found evidence for blocking of conditioned inhibition. The results favor the view that inhibition is the symmetrical opposite of excitation, underlying the same general principles.
The effectiveness of peer feedback for learning: The effects of constructiveness, accuracy and embedding in the learning environment. Vrije Universiteit Brussel
The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving 'justified' comments in feedback ...