Vincent Donche professor

Research Vincent Donche

Research team

Expertise

Student learning and motivation, learning environments, transitions in the schoolcareer, higher education, social and academic integration, educational measurement.

Eye-tracking and AI for Enhanced Teaching (EYE-TEACH). 01/01/2025 - 31/12/2027

Abstract

Recent education assessments (PIRLS, PISA) show a significant decline in reading comprehension amongst students in many European countries. The EYE-TEACH project is an initiative integrating artificial intelligence (AI) and eye-tracking (ET) that aims to transform educational practices and empower European teachers with new pedagogical skills for assessing and supporting their students' reading comprehension. The project addresses issues such as the post-COVID-19 educational challenges, mounting teacher workload and teacher shortages across Europe. Eye tracking, although not without limitations, has proven its worth in educational research, offering insights into students' reading behaviours, cognitive load, and emotional engagement. It differentiates between various levels of reader comprehension, making it a valuable tool for personalised education. Complex eye-tracking data translated into intelligible output by AI and supported by a robust ethical and data privacy framework can provide teachers with actionable insights, aiding the selection of effective pedagogical strategies. EYE-TEACH reaches beyond the state of the art by involving teachers and education practitioners early in the development process. By mapping educators' acceptance and readiness to adopt such novel technologies and highlighting the role of perceived ease of use and usefulness, the project has real potential to transform educational practices. The final joint result of the project will be a comprehensive resource of training materials and guidelines for using and implementing this technology in education, including benefit and risk assessments, and considerations of privacy and ethics issues. By empowering teachers with an AI-assisted ET-analytics tool and training materials, the project aims to contribute positively to the future of education in Europe.

Researcher(s)

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Project type(s)

  • Research Project

Feedback fixations and the impact of self-efficacy : unraveling the internal processing of online feedback texts. 01/11/2024 - 31/10/2026

Abstract

This project aims to untangle the interactions between interpretation of feedback and decision-making while adding 'attention allocation', the focus of attention, as an extra component. Mixed method research including eye-tracking will be applied in order to provide an in-depth understanding in these processes and to unravel the role of self-efficacy as an antecedent. Not only will this project lead to fundamental insights into the feedback responses in the case of automated feedback applications, a co-creation with experts will result in a path towards concrete applications in order to improve the uptake of online feedback.

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  • Research Project

Insight into the black box of internal feedback processing via psychophysiological measures. 01/10/2024 - 30/09/2028

Abstract

The main goal of this project is to investigate the black box of internal feedback processing, by using psychophysiological measures combined with self-report data in a specific context of self-assessment in higher education, to gain an in-depth understanding of the internal mechanisms of feedback processing and the role of academic motivation.

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Project type(s)

  • Research Project

The development, implementation and validation of the exploration instrument Columbus, in the transition between secondary and higher education (2024). 01/01/2024 - 31/12/2024

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. Also feedback perception and the relationship with study succes in first year higher education are investigated.

Researcher(s)

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Project type(s)

  • Research Project

Education for Citizenship and Democratic Thinking in Crisis Times. 01/06/2023 - 31/05/2025

Abstract

One could say that the COVID-19 pandemic and the war in Ukraine are the latest and most explicit examples of social, political and economic disruption of society, revealing the underlying tensions liberal democracies in Europe are facing. These tensions are experienced in particular by young adults embarking upon new and crucial phases in their life trajectory. When developing and articulating their goals and ambitions, and seeking their place in society as young adult citizens, young adults are increasingly confronted with a multitude of (sometimes competing) narratives and practices on what democracy is and what citizenship entails. Moreover, in response to crises, citizenship can become a strategy to exclude as well as include others in society. Major events accentuate on the one hand the enduring inequalities and exclusion processes related to e.g. gender, ethnicity, class and political preferences in every society, while on the other hand often also reveal the resilience and strength of individuals and communities in their commitment to democracy and citizenship. It is this complexity and situatedness of democratic thinking and active citizenship that our project aims to address. The period of emerging adulthood (18- to 24-year-olds) defines the years young adults often receive a lot of new duties and need to make sense and sometimes choose between different opportunities and life paths. In this project we aim to collect new research data in order to strengthen our future EU application. Building on the groundwork of the EDICT proposal we aim to explore young adults' perceptions, experiences and behaviors with respect to issues of citizenship, democratic thinking, identity and diversity. We study how research can grasp the underlying processes influencing young adults and to this end we aim to develop a survey tool to be implemented in different (educational) settings, and which will lead to new research insights.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Feedback fixations: unraveling the internal processing of online feedback texts. 01/11/2023 - 31/10/2024

Abstract

Online self-evaluation instruments such as Columbus are emerging in the transition from secondary to higher education. These instruments provide automated and personalized feedback to students. However, the internal processing of this feedback remains a mystery, and there is no point in providing feedback if it is not used. Recently, several systematic reviews conclude there is a lack of knowledge and call for more research into the internal processing of feedback. Theoretically, the 'black box of feedback processing' consists of interpretation, emotions elicited by feedback and decision-making. Nevertheless, there is a lack of empirical evidence. This is why this project aims to untangle the interactions between interpretation of feedback, emotional processes and decision making while adding 'attention allocation', the focus of attention, as an extra component. Eye-tracking and other psychophysiological measures will be applied in order to provide an in-depth understanding. Additionally, self-efficacy, students' self-perceptions about their ability to accomplish a task, is an important antecedent of this feedback processing. Therefore the relations between this antecedent and the internal mechanisms will be scrutinized. Not only will this project lead to fundamental insights in the feedback responses in the case of automated feedback, co-creation with experts will result in a path towards adaptive feedback applications via software and improve the uptake of feedback.

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  • Research Project

Support policy for high-ability students through research and development 01/09/2023 - 31/08/2024

Abstract

In order to support schools and support services in a more sustainable way in their education to and guidance of high-ability students, the Flemish Government is investing in a 'Support policy for high-ability students with scientific support'. The scientific support and coordination of this policy is taken up by the interuniversity expertise centre Talent (KU Leuven, UAntwerpen, UGent).

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  • Research Project

Effective Feedback Dashboards in Education and Training (EFDAT). 01/11/2022 - 31/10/2024

Abstract

The use of learning analytics and feedback dashboards in education and training is on the rise Flanders and internationally. This is also stimulated by current education and training organizational policy that calls for more monitoring and evaluation research. This project aims to stimulate fundamental research into the effectiveness of feedback dashboards for learners in education and training contexts.

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  • Research Project

Investigating the impact of normed and personalised feedback instruments on the development of academic selfconcept and self-regulatory practices of students during first year higher education. 15/09/2022 - 14/09/2023

Abstract

The aim of this project is to investigate the possible intervening role of NPF instruments on the development of students' self-belief and self-regulation during the first year of higher education. The the following three research foci are central: (1) study how students cognitively interact with feedback from an NPF instrument, (2) mapping the perceived impact of providing feedback in relation to the (development of) self-belief and self-regulation, and (3) exploring the added value of using advanced research methods in the research area concerned.

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  • Research Project

FWO sabbatical 2022-2023 (Prof. V. Donche). 15/09/2022 - 14/09/2023

Abstract

The aim of this project is to investigate the possible intervening role of NPF instruments on the development of students' self-belief and self-regulation during the first year of higher education. The the following three research foci are central: (1) study how students cognitively interact with feedback from an NPF instrument, (2) mapping the perceived impact of providing feedback in relation to the (development of) self-belief and self-regulation, and (3) exploring the added value of using advanced research methods in the research area concerned.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

The development, implementation and validation of the exploration instrument Columbus, in the transition between secondary and higher education. 01/01/2022 - 31/12/2023

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

The development, implementation and validation of the exploration instrument Columbus, in the transition between secondary and higher education (2021). 01/01/2021 - 31/12/2021

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Lesson study as a vehicle for improving achievement in mathematics (LESSAM). 01/10/2020 - 30/09/2023

Abstract

The international research project aims to investigate the impact of the model of Lesson Study on teacher learning and, consequently, on student learning outcomes across four participating countries. Lesson Study (LS) is a teacher professional development model that originated in Japan in the 1870s, but has recently been adapted worldwide. The basic model involves teams of teachers within a school investigating collaboratively the effectiveness of teaching practices for their students. The core model involves: a) plan lessons during planning meetings, b) teach/observe those lessons; c) reflect on lessons during reflection meetings. Variations of the model include the presence of a LS facilitator during teachers' planning and reflection meetings, guiding teachers as they construct new knowledge. Despite the promising nature of LS, more evidence is needed in order to establish how teacher learning occurs during LS meetings. Even less evidence exists on the impact of this learning on teaching practices and, as a result, on students' academic achievement. Using a quasi-experimental research design, we examine the impact of a series of Lesson Study interventions in mathematics classrooms (grade 7-9) in four participating countries (Belgium, the Netherlands, Cyprus an Greece). on both student and teacher level. The objectives of the project are (1) to examine the effects of teachers' participation in Lesson Study on their own learning and on students' mathematical reasoning; (2) to examine the potential impact of the role of an LS Advisor and LS Facilitators on dialogues and teacher learning; and (3) to examine the relationship between teacher intentions and teaching practices.

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Project type(s)

  • Education Project
  • Research Project

Eye read, therefore I learn? 01/01/2019 - 31/12/2022

Abstract

In higher education, academic texts are the main medium through which students acquire scientific knowledge. Learning from these kind of texts is therefore an important key to success in higher education. However, research on reading comprehension has mainly focused on learning outcomes and far less is known on how students read to learn from academic texts, and more specifically, which cognitive processing strategies are crucial for better academic text comprehension. Current research on cognitive processes uses predominantly self-report instruments to uncover differences in students' general preferences towards processing strategies when studying. Although these selfreport measures are claimed to be reliable and valid at a general level, many authors argue that the results are poor indicators of the actual processing taking place at a task-specific level while studying. Furthermore, research on the relationship between self-reported processing strategies and academic achievement remains inconclusive. In this research proposal we aim to (1) adopt eye tracking as an innovative measure to map in-depth students' task-specific processing strategies, (2) to link theories of reading comprehension and student learning in empirical research to gain more insight in the cognitive processing component while learning from academic text and (3) link taskspecific processing strategies to task-specific learning outcomes.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

The development, implementation and validation of the exploration instrument Columbus, in the transition between secondary and higher education. 01/01/2019 - 31/12/2020

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Platform for Advancement of Self (PAS). 01/09/2018 - 31/08/2021

Abstract

Successful transition into higher education is considered crucial both for the student as wel as for the educational institution. It is regarded more as a complete phase, rather than a single event. The transition may become a stressful period for many freshmen students, while they deal with a number of serious challenges. The aim of the project is to investigate cognitive and psychological constructs contributing to students' psycho-educational profieles and academic success and to develop a tool in three countries and languages that allows to give students feedback and guidance.

Researcher(s)

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Project type(s)

  • Education Project
  • Research Project

D-PAC: from research project to spin-off. 01/06/2018 - 31/10/2019

Abstract

This POC application enables D-PAC to start a successful spin-off. In the last four years, D-PAC was a IWT-SBO financed research project having two aims. Firstly, the method of comparative judgement for the assessment of competences was investigated. Secondly, a prototype tool needed to be developed that supports assessments using the principles of comparative judgement. Currently, the research project reaches the last phase, and the research group EduBROn can conclude that the method of comparative judgements has a sound scientific underpinning and many opportunities for implementation. Also, the number of D-PAC users increases, because the tool offers great value regarding high quality judgements and interesting learning applications. To transform the research project D-PAC to a successful spin-off, it is important to translate the current tool to a viable product for which users can and will pay. In addition, more effort is needed to develop a business plan, for which next to the Flemish educational market also the international educational market and other markets will be studied. Therefore, this project proposes four working packages. The first working package concerns the development of an algorithm server, which enables the use of the by D-PAC developed algorithms for comparative judgement in other platforms. The second working package focuses on the development of a Content Management System (CMS) for educational purposes. Based on four years of experience, this CMS can be developed according to the needs of end users in education in such a way that they shall be willing to pay for it. The third working package investigates the business model for education. This mainly concerns studying whether assumptions and strategies working for the Flemish context can be applied for the Dutch and international market as well. The fourth working package deals with a market investigation for other applications of D-PAC, as for example selection, prioritizing or training aims.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

The development, implementation and validation of the exploration instrument Columbus, in the transition between secondary and higher education. 01/01/2018 - 31/12/2018

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Reading to learn: an in-depth look into how students learn from academic texts using eye-tracking. 01/10/2017 - 30/09/2021

Abstract

In higher education, academic texts are the main medium through which students acquire scientific knowledge. Learning from academic texts is therefore one of the most essential academic related skills and an important key to success in higher education. However, research on reading comprehension has mainly focused on learning outcomes and far less is known on how students read to learn from academic texts including visualizations, and more specifically, which cognitive processing strategies are crucial for better academic text comprehension. Current research on cognitive processes uses predominantly self-report instruments such as interviews and questionnaires to uncover differences in students' general preferences towards processing strategies when studying. Although these self-report measures are claimed to be reliable and valid at a general level, many authors argue that the results are poor indicators of the actual processing taking place at a task specific level while studying. Furthermore, research on the relationship between self-reported processing strategies, such as surface and deep processing, and academic achievement remains inconclusive. Research on the relationship between students' task specific processing strategies, and task related learning outcomes, may provide more clarifying answers. In this research proposal we aim to (1) link theories of reading comprehension and student learning in empirical research to gain more insight in the cognitive processing component while learning from academic text, (2) adopt eye tracking as an innovative measure to map in-depth students' task specific processing strategies and (3) link task specific processing strategies to task specific learning outcomes. Gaining in-depth insight in the cognitive processing component of learning from academic texts and analysis of the relationship with academic achievement is important for further theory development within the SAL domain. Research can also be important for educational practice as it may point at essential information to develop feedback tools for students to gain more insight in the quality of own learning from academic texts.

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Project type(s)

  • Research Project

Valorizing Integrated and Action-Oriented Education for Sustainable Development at School (VALIES). 01/09/2017 - 31/08/2021

Abstract

VALIES focuses on the implementation of Education for Sustainable Development (ESD) in formal education in Flanders. A central issue is a teacher professional development (TPD) within which teacher teams develop and implement ESD in the context of their own school. The research focuses on (1) the operationalisation of 'action competence' as the outcome of ESD, (2) the effectiveness of the TPD (3) the effectiveness of ESD (4) the role school culture, en (5) the role of social contexts. The project will result in tools that aim to facilitate the implementation of ESD in formal education in Flanders.

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Project type(s)

  • Research Project

Tailoring education and care to talents of youth (TALENT). 01/04/2017 - 31/03/2021

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

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Project website

Project type(s)

  • Research Project

Tailoring education and care to talents of youth (TALENT). 01/04/2017 - 31/03/2021

Abstract

The general aim of the TALENT project is to strengthen education and care for students with strong cognitive skills, as well as the scientific basis. To this end, efforts are being made to integrate general developmental and motivational psychological and educational insights and methods in research into 'academic giftedness'.

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Project type(s)

  • Research Project

Learning strategies in social and informal learning contexts 01/01/2017 - 31/12/2021

Abstract

From 2011 until the end of 2015 we have been coordinating the WOG scientific network on 'learning patterns in transition: dimensions, validity and development'. This network deepened current understandings about the nature of student learning in different formal learning contexts taking an individual learner perspective into account. It also increased fundamental research and collaboration regarding the validity of learning patterns across different cultures and development of regulative and cognitive learning strategies across time (Gijbels, Donche, Richardson & Vermunt, 2014). By building on the constructive outcomes of our former WOG-network, this proposal for a new and expanded network aims to deepen our current understanding of learning strategies by moving the research focus from individual to social learning contexts and from formal to informal learning contexts. This twofold shift of research focus also goes along with important methodological questions which forms the third research focus in this new network

Researcher(s)

Research team(s)

Project website

Project type(s)

  • Research Project

Development, implementation and follow-up of the exploration tool 'Columbus' in the transition from secondary to higher education. 01/01/2017 - 31/12/2017

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, an exploration tool, which is supportive for their study choice and transition to higher education. The relationship with study succes in first year higher education is also investigated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Who succeeds in the first-year of Higher Education? A longitudinal study on the impact of prior achievement, academic self-concept and self-regulation. 01/10/2016 - 30/09/2020

Abstract

The first year in Higher Education (FYHE) is a major hurdle for most students: they are faced with many new challenges including adjusting to new learning environments, identifying expectations, managing their time and using effective study skills. Difficulties in this adjustment results in large academic failure in Flanders (e.g. up to 60% of students) as in many Western countries. Though demographic and contextual factors are known to influence students' academic achievement, student factors have recently been evidenced to be more influential. The present project examines the three crucial student factors: prior achievement, academic self-concept and self-regulation. Although previous research has shown the value of each of the three factors in explaining academic achievement in FYHE, empirical studies are most often limited to a partial picture focusing on only one of these three important factors for study success and a single measurement moment of these factors. Therefore the impact of these studentfactors and interaction in between and across time have not yet been examined in relationship with first year study succes. Therefore, the present study sets out: 1. to examine the effects of prior achievement, academic self-concept, and self-regulation on academic achievement within FYHE; 2. to understand how interactions between academic achievemet, academic self-concept, and self-regulation during the FYHE have an impact on study success at the end of FYHE; 3. to develop an integrated model of based on research on the effects (and interactions between) these studentfactors and relationship with academic achievement in FYHE. To attain these research objectives, a longitudinal mixed method research design is proposed. The quantitative dataset has already been collected using a representative sample of 3700 students from 32 schools. These students were followed up in five consecutive waves from the last year of secondary education up to the second year in higher education. Data regarding students' academic achievement (e.g., number of credits obtained) were recently collected from the Flemish Department of Education and Training. The longitudinal qualitative data will be collected during the project and consists of three indepth- nterviews within a cross-disciplinary sample of 20 students making the transition to higher education. The present research innovates at the empirical and conceptual level (by examining the interplay between students factors and the impact on academic achievement), theoretically (by constructing a much needed, contemporary theoretical framework for academic achievement in the first year of higher education) and at the methodological level (by using a mixed method longitudinal design). The results from this research will also deliver practical innovation, through more research-based student guidance initiatives in the first year of higher education with regard to the development of academic self-concept and self-regulation of students in first year higher education.

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Project type(s)

  • Research Project

The effect of active learning environments on students' situational interest. A quasi-experimental study of simulations in political science curricula. 01/10/2015 - 30/09/2019

Abstract

Academic teaching in political science has been increasingly changing from more teacher-centered towards more student-centered teaching. This trend entails the increasing use of active learning environments such as simulations which challenge students to deal critically with various aspects of decision-making, the content of policies, and the interactions between multiple actors and levels. Advocates of active teaching methods make a number of claims about the effects on learning results and dimensions of affective learning. However, substantive evidence of the effects is up to now rather anecdotal and methodologically poor, sometimes even contradictory. Hence, the main aim of this project is to investigate the effect of simulations of decision-making on one of the most important affective components of student learning: student's situational interest. The latter has been shown to be triggered by factors in the learning environment and an important predictor of academic performance. We start from the assumption that variation in active-learning environments will have an impact on students' situational interest. The research questions in this project therefore deal with how simulations influence situational interest of students. Do simulations of decision-making enhance student's situational interest? How does situational interest develop during a simulation of decision-making? Which conditions make simulations of decision-making more or less effective? What are the prohibiting and stimulating factors? Methodologically the project uses a quasi-experimental study in an ecological valid setting combining repeated measurement survey data with qualitative data from interviews and focus groups with students. We will collect unique data in a treatment condition as well as in a control condition. The intervention condition comprises several samples that are readily available as the main promotor of the team is involved in several national and international simulation projects. The design allows for innovation in terms of methods (quasi-experimental setting), empirics (unique data), multi-disciplinary approach (nexus between political sciences and educational sciences) and implementation (improving the effectiveness of simulations as a teaching tool).

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Project type(s)

  • Research Project

The development, implementation and validation of the exploration instrument Columbus, in the transition between secondary and higher education. 01/01/2015 - 31/12/2016

Abstract

In this longitudinal research project in collaboration with higher education partners (KULeuven, Ugent, Arteveldehogeschool), the instrument Columbus is developed and validated. The main goal is to provide final year students in secondary education, a broad exploration tool, which is supportive for their study choice and transition to higher education.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

How students learn: answers from a neuro-educational research perspective. 01/10/2014 - 30/09/2018

Abstract

This interdisciplinary research proposal starts from the observation that the current empirical research on how students' process their learning in higher education has lead to contradictory results on how students learn The inconsistent results can be partially explained by an overreliance on self-report instruments to measure students' processing strategies and avoidance of more direct observation techniques. Today, brain-imaging studies are upcoming in the research domain of educational neurosciences and allow to move beyond the use of self-report measures and to directly observe processing strategies when students learn. Brain-imaging studies (such as fMRI) track the cerebral activation patterns underlying the learning processes and may yield in combination with self-report measures a more comprehensive picture on students' processing strategies. Three research questions are central: (1) what is the neural basis of processing strategies of students in higher education?; (2) How is the neural basis of processing strategies related to processing strategies as measured with self-report measures? (3) Do students use different processing strategies for different discipline specific study-tasks? The project will be organized in two phases: a pilot study followed by a main study. In the pilot study, self-report techniques (thinking-aloud protocols and self-report questionnaires) are used to investigate whether students use different processing strategies for different study tasks in four different domains. In the main study, students' processing strategies will be measured by means of a self-report techniques and by means of an fMRI study. The results of this project can have important implications for present theory development on processing strategies, for our understanding of the brain mechanisms in students' processing strategies and how these individual differences can be adequately measured.

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Project type(s)

  • Research Project

Large-scale testing of competences. Development of an evaluation matrix for test programs and inventory of good practices. 01/10/2014 - 31/05/2016

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

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  • Research Project

Effects of trajectory coaching on academic integration of first year students 01/10/2014 - 30/09/2015

Abstract

This project aims to investigate by means of a longitudinal survey design which affective and non-cognitive effects take place when first year students participate in diverse forms of study trajectory coaching. The study focuses on the role of autonomy support and relatedness in trajectory coaching and the development of academic self-concept, self-efficacy, academic motivation and study commitment.

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  • Research Project

Development, validation and effects of a digital platform for the assessement of competences (D-PAC). 01/01/2014 - 30/04/2018

Abstract

This project represents a research agreement between the UA and on the onther hand IWT. UA provides IWT research results mentioned in the title of the project under the conditions as stipulated in this contract.

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Project website

Project type(s)

  • Research Project

Ready for higher education? A longitudinal study of the influence of study choice process and academic integration process on study succes in first year higher education. 01/12/2013 - 30/11/2017

Abstract

Academic integration turns out to be an important predictor of first-year students' study success in higher education. This concept refers to the extent to which students can adjust themselves to fit into the new academic environment. Academic integration can be investigated by looking at different student characteristics. Although academic integration is viewed as an 'evolving' concept, it is mainly investigated from a static viewpoint. Integration of transition theories into longitudinal process models can help resolve this issue. The aim of this research project is to examine changes in first-year students' academic integration by integrating Nicholson's transition model with a longitudinal process model. Nicholson's transition model (1990) generally describes transition as a four-phase process: preparation, encounter, adjustment and stabilization. This implies an expanded conceptual framework including variables related to students' preparation in secondary education (prior achievement, study choice processes) and a refinement of the academic transition into an encounter and an adjustment phase. This conceptual framework will be tested using a longitudinal dataset already collected within another study project on students' transition from secondary to higher education or the labour market (N=3700 students). To examine the relations between study success, changes in academic integration and the preparation in secondary education, this research project will be set up in four research stages: a descriptive, an explorative, a testing and a theoretical stage. The first three stage will each aim at a higher level of analysis and gradually investigate the conceptual model underpinning this project. The last stage will be aimed at theory building by integration of the results of this project with the relevant knowledge bases. This project is innovative in multiple ways. As far as we know, it is the first research project to fully integrate a longitudinal process model with a transition model. Second, the five-wave longitudinal data set allows for in depth examination of causality. Third, the data set contains students from both professional and academic bachelor programs. This will enhance the generalizability of the results of this research project. Finally, this research project will contribute to theory building which is highly needed within this research domain.

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Project type(s)

  • Research Project

Research on determinants of flow and differences in workplace learning with strong students. 15/04/2012 - 14/04/2013

Abstract

This project represents a formal research agreement between UA and on the other hand KdG. UA provides KdG research results mentioned in the title of the project under the conditions as stipulated in this contract.

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  • Research Project

Active promotion of inquiry-based learning in secondary school classes. 15/05/2011 - 15/10/2011

Abstract

By means of a reviewstudy we investigate how research competencies of students in secondary education can be optimised. We describe and analyse systematically the reported effects within the international databases of different didactical approaches to stimulate inquiry learning of students. Also different conditions in the teaching learning environments that are needed to support research capacity building among students are explored.

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  • Research Project

Motivation and willingness to learn of secondary school children: a review study. 01/04/2011 - 15/10/2011

Abstract

This project represents a formal research agreement between UA and on the other hand VLOR. UA provides VLOR research results mentioned in the title of the project under the conditions as stipulated in this contract.

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Project type(s)

  • Research Project

Development methodology competency determination workplace learning. 15/03/2011 - 15/07/2011

Abstract

This project represents a formal research agreement between UA and on the other hand the Flemish Public Service. UA provides the Flemish Public Service research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Learn patterns in transition: dimensionality, validity and development. 01/01/2011 - 31/12/2015

Abstract

This project represents a formal research agreement between UAntwerpen and on the other hand the client. UAntwerpen provides the client research results mentioned in the title of the project under the conditions as stipulated in this contract.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

The impact of learning patterns on study success throughout the schoolcareer: a meta-analysis 01/01/2011 - 31/12/2012

Abstract

The main aim of this research project is to carry out a meta-analysis on the predictive validity of (components of) learning patterns in secondary education, higher education and adult education. In particular the relationship between learning patterns and different operationalisations of study succes (persistence, study pace, grade point average and quality of learning outcomes) will be investigated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Research on differences in learning and performing in adult education. 01/03/2010 - 31/05/2010

Abstract

The main goal of the research project is to investigate the quality of learning approaches of adult learners in adult education by means of a cross-sectional and longitudinal research design. In particular the investigation of learning approach development and the relationship with personal and contextual determinants is put central as well as the relationship between learning approach and academic achievement.in adult education.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

A student's perspective on the quality of feedback on learning patterns in the first year of higher education. 01/02/2009 - 31/12/2010

Abstract

Research investigating how students perceive the quality of feedback on their learning patterns is scarce. By means of a multi method research the quality of feedback of own learning patterns is investigated. 500 students participate in a survey study, a selection of 24 students will also participate in an interview study.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Research into the effects of learning support in teacher training. 01/09/2008 - 31/12/2011

Abstract

Research into the effects of learning support in teacher training is scarce. This mixed method research project aims to investigate the effects of learning support on cognitive, metacognitive and non-cognitive output measures. In addition also differential effects of learning support will be investigated and related to pre-entry characteristics.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project

Desire in Learning and Work. 01/09/2008 - 31/08/2011

Abstract

This research project aims to enhance the transition of students from secondary to higher education and from higher education to the labour market. Assessing and monitoring learning competencies throughout the school career can be supportive in this regard. By means of mixed method research different instruments to assess and coach individual differences in learning and motivation are developed and validated.

Researcher(s)

Research team(s)

Project type(s)

  • Research Project