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Featured researches published by Marlies Baeten.


Educational Studies | 2012

Using Students' Motivational and Learning Profiles in Investigating Their Perceptions and Achievement in Case-Based and Lecture-Based Learning Environments.

Marlies Baeten; Filip Dochy; Katrien Struyven

A teaching method may not work for all students. Therefore, attention should be paid to the type of students entering the learning environment in order to explain how they perceive the learning environment and achieve. This study investigates students’ perceptions and achievement in four learning environments that differed in the degree to which case-based and lecture-based learning were implemented (either separately or combined), hereby making use of students’ motivational and learning profiles. Participants were 1098 first-year student teachers who took a course on child development. Results showed that autonomously motivated deep-strategic learners were significantly more positive about each type of learning environment than little motivated and less pronounced deep-strategic learners. However, with regard to achievement, student profiles did not differ. Instead, the learning environment proved to be of significant influence: students in a gradually implemented case-based setting and a completely lecture-based setting scored significantly higher than students in a completely case-based setting.


Research Papers in Education | 2011

Contributions to Innovative Learning and Teaching? Effective Research-Based Pedagogy--A Response to TLRP's Principles from a European Perspective

Filip Dochy; Inneke Berghmans; Eva Kyndt; Marlies Baeten

Starting from the contribution on the ‘ten principles of effective pedagogy’ by James and Pollard, we critically reflect on some of the principles and assess whether these principles can be grounded in the wider European research literature that has accumulated internationally. We conclude that these principles can be supported and expressed in the following statements. First, prior knowledge and experience is a springboard for future learning. Secondly, taking students’ perceptions into account is crucial when providing activities and structures of intellectual, social and emotional support for learning. Thirdly, autonomous motivation and appropriate workload are essential as driving forces for engagement. Fourthly, engagement is a driving force in establishing a lifelong learning habit. Fifthly, student-centred teaching methods should provide direct instructional guidance to safeguard engagement. Sixthly, striving towards cooperative learning environments and team learning requires psychological safety and group interdependence to establish mutually shared cognition in groups. Seventhly, informal learning and learning climate influence retention of learning by professionals; professionals seems to develop ‘learning patterns’, and students should be prepared with this in mind. And finally, those who support the learning of others should learn continuously, supported themselves through practice-based inquiry. These statements are underpinned with recent research in this contribution.


Journal of Teacher Education | 2018

Team Teaching During Field Experiences in Teacher Education: Investigating Student Teachers’ Experiences With Parallel and Sequential Teaching

Mathea Simons; Marlies Baeten; Claudio Vanhees

During field experiences in teacher education, student teachers are generally placed individually with a mentor. Teacher education institutes search for alternative field experience models, inspired by collaborative learning such as team teaching. This study explores two team teaching models, parallel and sequential teaching, by investigating the student teachers’ perspective. Quantitative (survey) and qualitative (self-report) methods were used to map their attitudes toward both models, their perception on collaboration, advantages and disadvantages, and the conditions for implementation they consider critical. Student teachers adopt positive feelings toward both models. In sequential teaching, collaboration is experienced significantly higher than in parallel teaching. Both models have their own advantages and disadvantages, but advantages clearly outweigh disadvantages. In comparison with previous research, decreased workload and better management are new advantages, interdependence and complex management new disadvantages. “Preparation for new roles” is the most important condition in order to successfully implement both models.


Educational Research Review | 2010

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness

Marlies Baeten; Eva Kyndt; Katrien Struyven; Filip Dochy


Instructional Science | 2008

Students’ approaches to learning and assessment preferences in a portfolio-based learning environment

Marlies Baeten; Filip Dochy; Katrien Struyven


British Journal of Educational Psychology | 2013

The effects of different learning environments on students' motivation for learning and their achievement

Marlies Baeten; Filip Dochy; Katrien Struyven


Studies in Educational Evaluation | 2013

Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education?

Marlies Baeten; Katrien Struyven; Filip Dochy


European Journal of Psychology of Education | 2013

Enhancing students’ approaches to learning: the added value of gradually implementing case-based learning

Marlies Baeten; Filip Dochy; Katrien Struyven


Studies in Educational Evaluation | 2009

The Effects of Different Standard Setting Methods and the Composition of Borderline Groups: A Study within a Law Curriculum.

Filip Dochy; Eva Kyndt; Marlies Baeten; Sofie Pottier; Marlies Veestraeten


Archive | 2009

Student teachers’ approaches to learning in relation to their motivation and their perceived competence

Marlies Baeten; Katrien Struyven; Filip Dochy

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Katrien Struyven

Katholieke Universiteit Leuven

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Eva Kyndt

Katholieke Universiteit Leuven

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Eline Sierens

Katholieke Universiteit Leuven

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Inneke Berghmans

Katholieke Universiteit Leuven

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Marlies Veestraeten

Katholieke Universiteit Leuven

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