Learning in transition
Based on recent research in cognitive psychology, motivation psychology and educational sciences, the central point ‘Learning in Transition’ aims to gain new insights into:
- Cognitive, regulative and affective aspects of learning in formal learning contexts and their interrelatedness on the level of learning strategies and learning patterns,
- Individual differences in aspects of learning and explaining these differences by investigating both student and contextual characteristics,
- The development of aspects of learning in crucial transitions within and across educational contexts,
- Methodological transitions in measuring individual learning. More specifically, we aim to focus on the integration of qualitative and quantitative research methods (mixed method data analysis) and longitudinal data analysis in this field.
Members
- Katelijne Barbier: Cognitive strong students – Learning – Motivation - Primary and secondary education – Lesson study
- Lien Demulder: Transition to higher education - Feedback - Study choice - Learning - Motivation
- Ayla De Schepper: Transition to the labor market - Social networks - Social inequality
- Vincent Donche: Learning patterns - Academic integration - Motivation – Higher education
- David Gijbels: Learning from students - Assessment - Higher education - Workplace learning
- Marijn Gijsen: Multimedia learning - Online measures of the learning process - Mixed-method research - International large-scale assessments - Educational quality - Bayesian methods
- Yi-Lun Jheng: Eye-tracking
- Bea Mertens: Learning - Motivation - Instruction style - Adult education - Mixed method research
- Tine Mombaers: Writing education - Building conceptual knowledge - Learning from equations - Eye-tracking
- Tine van Daal: Pairwise comparison - Difficulty - Assessment - Validity
- Charlotte Van Tricht: Central tests
- Jonas Willems: Academic study success - Academic self-concept - Self-regulation - Transition to higher education
Spearhead(s)
- Bea Mertens
- Jonas Willems