N. Brouwer

Flipped-Class Pedagogy Enhances Student Metacognition and Collaborative-Learning Strategies in Higher Education But Effect Does Not Persist

The aim of this study was to investigate the effects of flipped classes on motivation and learning strategies in higher education using a controlled, pre- and posttest approach. On the basis of the validated Motivated Strategies for Learning Questionnaire (MSLQ), we found that flipped-class pedagogy enhanced the MSLQ components critical thinking, task value, and peer learning. However, the effects of flipped classes were not long-lasting. For sustainability, we propose repeated use of flipped classes in the curriculum.

Online training of TPACK skills of higher education scholars : a cross-institutional impact study

Higher education institutions should provide adequate training for teachers in order to increase their awareness of the complex interplay between technology, pedagogy and the cognitive knowledge in their disciplines. However, research has shown that providing effective staff development from teacher educators to support these teachers’ skills is not straightforward. An online teacher training programme created and implemented by a team of 14 teacher educators in a cross-institutional programme in the Netherlands was followed by 67 teachers. Data were gathered using a TPACK (Technological, Pedagogical, Content Knowledge) instrument in a pre-post test design. Furthermore, (perceived) learning satisfaction was measured in order to determine whether the design was appropriate. The results indicate that the teachers’ TPACK skills increased substantially. Furthermore, most participants were positive about the design and implementation of the online professionalisation programme. Nonetheless, not all teachers were able to effectively learn in this context, requiring further fine-tuning and research.

Changing the Educational Beliefs of Teachers through an Interdisciplinary Online Teaching Programme: Are Business Teachers Different from Teachers of other Disciplines?

Abstract Due to larger class sizes in business education, a common assumption amongst business teachers is that using a student-centred approach is more difficult. However, an important development in business education is the increased learning possibilities brought by ICT that suggest a more individualised learning experience for students is possible. Nonetheless, many business teachers appear reluctant to embrace technology in the classroom. An online teacher training programme in a cross-institutional partnership was followed by 16 business teachers from three institutes, working with 49 teachers from other disciplines. Data were gathered in an explorative, quantitative manner using the Teacher Beliefs and Intentions questionnaire and TPACK questionnaire using a pre-post test design. The results indicate that business teachers are more persistent in their beliefs and intentions towards knowledge transmission, while teachers from other disciplines became more student-centred. Given that this intensive innovative training programme seemed to have limited impact, this implies that business schools may need to reconsider their professionalization activities for academic staff.

Cheat me not: automated proctoring of digital exams on bring-your-own-device

Detecting fraud in digital assessment is currently done by human proctor, that observes recordings of the exam. This is costly, tedious and time consuming process. In this paper we present preliminary results on automated video proctoring, which has the potential to significantly reduce manual effort and scale-up digital assessment, while retaining good fraud detection.

Learning Analytics Pilot with Coach2 - Searching for Effective Mirroring

Coach2 project investigated usability and effectiveness of Learning Analytics in a group of Bachelor courses in the area of Computer Science. An advanced architecture was developed and implemented, including a standalone Learning Record Store for data storage and easy access to miscellaneous data, Machine Learning techniques for determining relevant predictors, and a dashboard for informing learners. The overall approach was based on mirroring, the idea that learners see themselves operating in the context of their peers. The results were informative in terms of pro’s and con’s regarding the design and approach. The treatment showed tendencies, but finding statistical significant results turned out difficult. This paper reports on the Coach2 project.