Leerlingen uit het voortgezet onderwijs hebben moeite met het reguleren van het leerproces, bijvo... more Leerlingen uit het voortgezet onderwijs hebben moeite met het reguleren van het leerproces, bijvoorbeeld tijdens het lezen bij aardrijkskunde en geschiedenis. Een combinatie van cognitieve en metacognitieve hints biedt mogelijk uitkomst om teksten op een betere manier aan te pakken. Brugklasleerlingen (N = 172) lazen zes weken lang elke week een tekst voor aardrijkskunde/ geschiedenis en beantwoordden meerkeuzevragen. Bij elke vraag konden er hints worden aangeklikt. Het hintgebruik was aanvankelijk vrij laag en nam voor beide vakken af gedurende de weken. Daarnaast kwam uit een exploratie van de navigatiepatronen naar voren dat, onder de leerlingen die een hint aanklikten, de meeste leerlingen eerst een hint aanklikten alvorens zij een andere actie uitvoerden (vraag beantwoorden of zekerheid over de juistheid van hun antwoord aangeven). Het hintgebruik leek niet samen te hangen met initiele leesvaardigheid noch met metacognitieve leesstrategieen. Echter bleek er wel een samenhang te bestaan tussen het onderwijsniveau en het hintgebruik voor beide vakken. Dit was zichtbaar in de eerste twee weken waarbij zij toegang hadden tot hints.
This meta-analysis examined the influence of attributes related to the implementation of learning... more This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students’ academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the influence of the subject domain in which the intervention was implemented, the implementer, its duration and intensity, student cooperation, and research method aspects (including measurement instrument). Most attributes moderated the intervention effect. Using forward regression analysis, we only needed four attributes to obtain the best model, however. This analysis showed that the intervention effect was lower when a standardized test was used for evaluation instead of an unstandardized test. Interventions implemented by assistants or researchers were more effective than those implemented by teachers or using computers. Cooperation had a negative, and session duration a positive, contribution. Together, these attributes explained 63.2% of the variance in effect, which stresses the importance of emphasizing not only the instructional focus of an intervention but also its other attributes.
ABSTRACT In this meta-analysis the results of studies on learning strategy instruction focused on... more ABSTRACT In this meta-analysis the results of studies on learning strategy instruction focused on improving self-regulated learning were brought together to determine which specific strategies were the most effective in increasing academic performance. The meta-analysis included 58 studies in primary and secondary education on interventions aimed at improving cognitive, metacognitive, and management strategy skills, as well as motivational aspects and metacognitive knowledge. A total of 95 interventions and 180 effect sizes demonstrated substantial effects in the domains of writing (Hedges’ g = 1.25), science (.73), mathematics (.66) and comprehensive reading (.36). These domains differed in terms of which strategies were the most effective in improving academic performance. However, metacognitive knowledge instruction appeared to be valuable in all of them. Furthermore, it was found that the effects were higher when self-developed tests were used than in the case of intervention-independent tests. Finally, no differential effects were observed for students with different ability levels. To conclude, the authors have listed some implications of their analysis for the educational practice and made some suggestions for further research.
In secondary education, learning is constituted by reading. For example, for content courses such... more In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
Over the last decades the research focus in the domain of learning and instruction has shifted to... more Over the last decades the research focus in the domain of learning and instruction has shifted towards digital applications and environments. With the use of new technologies and web 2.0 most ICT programs seem promising, but often empirical research to prove their effectiveness is lacking. After conducting a scientific literature review on the topic of digitally supported middle school text comprehension programs, it was decided to design a program based on existing knowledge and specific practical needs. The researchers developed the lay-out and the content of the program in co-creation with teachers and 7th-grade students. In doing so, the result was a web-based digital environment: Gazelle. This acronym (in Dutch) stands for motivated and active self-regulated reading. Gazelle aims at fostering comprehensive reading, since many educators emphasized their students’ struggle with expository texts (e.g., in geography and history, where students need to read vast amounts of text). Co...
Recent onderzoek heeft aangetoond dat intensief gebruik van digitale leeromgevingen positieve eff... more Recent onderzoek heeft aangetoond dat intensief gebruik van digitale leeromgevingen positieve effecten heeft op de prestaties op begrijpend lezen van leerlingen in het VO (Cheung & Slavin, 2012). Dit onderzoek gebruikt een digitale leeromgeving om het lezen van teksten bij het vak geschiedenis te ondersteunen. Brugklasleerlingen (N = 228) in verschillende condities hadden wel of geen mogelijkheid om hints met daarin cognitieve instructie te openen. Uit de resultaten blijkt dat leerlingen die deze mogelijkheid kregen in week 3 significant betere prestaties hadden dan leerlingen die niet over deze mogelijkheid beschikten. Ook scoorden de leerlingen die gedurende de interventie daadwerkelijk hints hebben geopend in week 6 significant beter op de laatste tekst dan leerlingen die geen enkele hint hebben aangeklikt. Tot slot scoorde de groep die hints aangeboden kreeg gemiddeld hoger op vragen waar vakspecifieke historische vaardigheden voor nodig zijn, zoals standpunten bepalen, gebeurte...
Reading skills are developed across the lifespan. However, little is known about the development ... more Reading skills are developed across the lifespan. However, little is known about the development of reading comprehension skills and materials in secondary education, where students do not learn to read, but read to learn. When students read informational textbooks, domain knowledge (e.g., about reading strategies) and topic knowledge become increasingly interconnected. Students’ motivation is also of influence on reading achievement. Students need to recognize the task value or decrease the perceived difficulty of a task in order to be motivated to read a text (Guthrie, Klauda & Ho, 2013). Reading motivation is a problem many content area teachers face. Research has shown that incorporating cognitive, metacognitive and motivational support during instruction increases students’ motivation towards learning from text (Souvignier & Mokhlesgerami, 2006). This semesters’ research uses a digital learning environment (DLE) with two types of support for informational text reading: cognitiv...
In secondary education, learning is constituted by reading. For example, for content courses such... more In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
Leerlingen uit het voortgezet onderwijs hebben moeite met het reguleren van het leerproces, bijvo... more Leerlingen uit het voortgezet onderwijs hebben moeite met het reguleren van het leerproces, bijvoorbeeld tijdens het lezen bij aardrijkskunde en geschiedenis. Een combinatie van cognitieve en metacognitieve hints biedt mogelijk uitkomst om teksten op een betere manier aan te pakken. Brugklasleerlingen (N = 172) lazen zes weken lang elke week een tekst voor aardrijkskunde/ geschiedenis en beantwoordden meerkeuzevragen. Bij elke vraag konden er hints worden aangeklikt. Het hintgebruik was aanvankelijk vrij laag en nam voor beide vakken af gedurende de weken. Daarnaast kwam uit een exploratie van de navigatiepatronen naar voren dat, onder de leerlingen die een hint aanklikten, de meeste leerlingen eerst een hint aanklikten alvorens zij een andere actie uitvoerden (vraag beantwoorden of zekerheid over de juistheid van hun antwoord aangeven). Het hintgebruik leek niet samen te hangen met initiele leesvaardigheid noch met metacognitieve leesstrategieen. Echter bleek er wel een samenhang te bestaan tussen het onderwijsniveau en het hintgebruik voor beide vakken. Dit was zichtbaar in de eerste twee weken waarbij zij toegang hadden tot hints.
This meta-analysis examined the influence of attributes related to the implementation of learning... more This meta-analysis examined the influence of attributes related to the implementation of learning strategy instruction interventions on students’ academic performance, and also examined how the attributes related to the method of testing the intervention effects affected the actual effects measured. Using metaregression, we analyzed the influence of the subject domain in which the intervention was implemented, the implementer, its duration and intensity, student cooperation, and research method aspects (including measurement instrument). Most attributes moderated the intervention effect. Using forward regression analysis, we only needed four attributes to obtain the best model, however. This analysis showed that the intervention effect was lower when a standardized test was used for evaluation instead of an unstandardized test. Interventions implemented by assistants or researchers were more effective than those implemented by teachers or using computers. Cooperation had a negative, and session duration a positive, contribution. Together, these attributes explained 63.2% of the variance in effect, which stresses the importance of emphasizing not only the instructional focus of an intervention but also its other attributes.
ABSTRACT In this meta-analysis the results of studies on learning strategy instruction focused on... more ABSTRACT In this meta-analysis the results of studies on learning strategy instruction focused on improving self-regulated learning were brought together to determine which specific strategies were the most effective in increasing academic performance. The meta-analysis included 58 studies in primary and secondary education on interventions aimed at improving cognitive, metacognitive, and management strategy skills, as well as motivational aspects and metacognitive knowledge. A total of 95 interventions and 180 effect sizes demonstrated substantial effects in the domains of writing (Hedges’ g = 1.25), science (.73), mathematics (.66) and comprehensive reading (.36). These domains differed in terms of which strategies were the most effective in improving academic performance. However, metacognitive knowledge instruction appeared to be valuable in all of them. Furthermore, it was found that the effects were higher when self-developed tests were used than in the case of intervention-independent tests. Finally, no differential effects were observed for students with different ability levels. To conclude, the authors have listed some implications of their analysis for the educational practice and made some suggestions for further research.
In secondary education, learning is constituted by reading. For example, for content courses such... more In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
Over the last decades the research focus in the domain of learning and instruction has shifted to... more Over the last decades the research focus in the domain of learning and instruction has shifted towards digital applications and environments. With the use of new technologies and web 2.0 most ICT programs seem promising, but often empirical research to prove their effectiveness is lacking. After conducting a scientific literature review on the topic of digitally supported middle school text comprehension programs, it was decided to design a program based on existing knowledge and specific practical needs. The researchers developed the lay-out and the content of the program in co-creation with teachers and 7th-grade students. In doing so, the result was a web-based digital environment: Gazelle. This acronym (in Dutch) stands for motivated and active self-regulated reading. Gazelle aims at fostering comprehensive reading, since many educators emphasized their students’ struggle with expository texts (e.g., in geography and history, where students need to read vast amounts of text). Co...
Recent onderzoek heeft aangetoond dat intensief gebruik van digitale leeromgevingen positieve eff... more Recent onderzoek heeft aangetoond dat intensief gebruik van digitale leeromgevingen positieve effecten heeft op de prestaties op begrijpend lezen van leerlingen in het VO (Cheung & Slavin, 2012). Dit onderzoek gebruikt een digitale leeromgeving om het lezen van teksten bij het vak geschiedenis te ondersteunen. Brugklasleerlingen (N = 228) in verschillende condities hadden wel of geen mogelijkheid om hints met daarin cognitieve instructie te openen. Uit de resultaten blijkt dat leerlingen die deze mogelijkheid kregen in week 3 significant betere prestaties hadden dan leerlingen die niet over deze mogelijkheid beschikten. Ook scoorden de leerlingen die gedurende de interventie daadwerkelijk hints hebben geopend in week 6 significant beter op de laatste tekst dan leerlingen die geen enkele hint hebben aangeklikt. Tot slot scoorde de groep die hints aangeboden kreeg gemiddeld hoger op vragen waar vakspecifieke historische vaardigheden voor nodig zijn, zoals standpunten bepalen, gebeurte...
Reading skills are developed across the lifespan. However, little is known about the development ... more Reading skills are developed across the lifespan. However, little is known about the development of reading comprehension skills and materials in secondary education, where students do not learn to read, but read to learn. When students read informational textbooks, domain knowledge (e.g., about reading strategies) and topic knowledge become increasingly interconnected. Students’ motivation is also of influence on reading achievement. Students need to recognize the task value or decrease the perceived difficulty of a task in order to be motivated to read a text (Guthrie, Klauda & Ho, 2013). Reading motivation is a problem many content area teachers face. Research has shown that incorporating cognitive, metacognitive and motivational support during instruction increases students’ motivation towards learning from text (Souvignier & Mokhlesgerami, 2006). This semesters’ research uses a digital learning environment (DLE) with two types of support for informational text reading: cognitiv...
In secondary education, learning is constituted by reading. For example, for content courses such... more In secondary education, learning is constituted by reading. For example, for content courses such as history and geography. However, many learners have difficulties to understand what they are reading and lack strategies to regulate their reading. Hints appear to be effective in supporting learners in the implementation of strategies during reading. The hints provide information about suitable strategies or where specific information can be found3. Combining both cognitive and metacognitive hints can contribute to a better performance.
This book provides insight into an ambitious project to re-invent the educational method practice... more This book provides insight into an ambitious project to re-invent the educational method practiced at our institution. The predecessors used different approaches to the delivery of education. One of them used Competency-Based Education, whilst the other practiced Problem-Based Learning. The choice to combine the advantages of both methods, as well as to develop an entirely new concept that provided a better response to the fast and ever-increasing pace of changes in the workplace, was made by both institutions together. This approach was called Design-Based Education (DBE).
Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform.
DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.
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Papers by Anouk Donker
Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform.
DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.