Wim Jochems

Measuring perceived sociability of computer-supported collaborative learning environments

Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional) aspects of learning in groups which are acknowledged by many educational researchers to be essential for effective collaborative learning. In contrast, sociable CSCL environments emphasize the social (emotional) aspects of group learning. We define sociability as the extent to which a CSCL environment is perceived to be able to facilitate the emergence of a sound social space with attributes as trust and belonging, a strong sense of community, and good working relationships. Specific environmental characteristics, which we have designated social affordances, determine sociability. This explorative study deals with the construction and preliminary validation of a self-reporting (Dutch language) Sociability Scale for determining the perceived degree of sociability of CSCL environments. It is one-dimensional Scale consisting of 10 items and has an internal consistency of 0.92. It was further validated on the basis of a well-developed nomological network. The results of the explorative study are promising and show that the sociability scale has the potential to be useful as a measure for perceived sociability.

Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments.

Dewiyanti, S., Brand-Gruwel, S., Jochems, W., & Broers, N. (2007). Students experiences with collaborative learning in asynchronous computer-supported collaborative learning environments. Computers in Human Behavior, 23, 496-514.

The Effect of Functional Roles on Group Efficiency : Using Multilevel Modeling and Content Analysis to Investigate Computer-Supported Collaboration in Small Groups

The usefulness of roles to support small group performance can often be read; however, their effect is rarely empirically assessed. This article reports the effects of functional roles on group performance, efficiency, and collaboration during computer-supported collaborative learning. A comparison of 33 questionnaire observations, distributed over 10 groups in two research conditions (role and nonrole) revealed no main effect for performance (grade). A latent variable was interpreted as perceived group efficiency (PGE). Multilevel modeling yielded a positive, marginal effect for PGE. Groups in the role condition appear to be more aware of their efficiency as compared to groups in the nonrole condition, regardless of whether they performed well or poorly. Content analysis reveals more task-content focused statements in the role condition; however, this was not as we hypothesized (i.e., the premise that roles decrease coordination). In fact, roles appear to stimulate coordination that simultaneously increases the amount of task-content focused statements.

Integrated E-Learning: Implications for Pedagogy, Technology and Organization

An introduction to integrated e-learning e-learning - W. Jochems, J. van Van Merrienboer and R. Koper 1. Instructional design for integrated e-learning - J. Van Merrienboer, T. Bastiaens and A. Hoogveld 2. Designing integrated collaborative e-learning - P. Kirschner,J.W. Strijbos and K. Kreijns 3. Performance assessment in integrated e-learning - D. Sluijsmans and R. Martens 4. Virtual business e-learning: an approach to integrating learning and working - D. Jansen, M. van Laeken and W. Slot 5. Learning technologies in e-learning: an integrated domain model - R. Koper 6. Educational Modelling Languages, H. Hermans, J. Manderveld and H. Vogten 7. Interface design for digital courses - H. Tabbers, L. Kester, H. Hummel and R. Nadolski 8. Usability evaluation of integrated e-learning - F. Paas and O. Firssova 9. Work processes for the development of integrated e-learning courses - K. Schlusmans, R. Koper and W. Giesbertz 10. Learning objects: are they the answer to the knowledge economys predicament - P. Sloep 11. Management and organization of integrated e-learning - M. van der Klink and W. Jochems 12. Coaching and training in integrated electronic learning environments (IELEs) - H. Boshuizen and P. Kirschner 13. Implementing integrated e-learning: lessons learnt form the OUNL case - W. Westera 14. Evaluating integrated e-learning - T. Bastiaens, J. Boon and R. Martens 15. Epilogue - W. Jochems, J. Van Merrienboer and R. Koper

The effects of a Web-based training in an instructional systems design approach on teachers' instructional design behavior

Hoogveld, A. W. M., Paas, F., Jochems, W. M. G., & Van Merrienboer, J. J. G. (2001). The effects of a web-based training in an instructionals systems design approach on teachers instructional design behavior. Computers in human behavior, 17, 363-371.

Application of an instructional systems design approach by teachers in higher education: individual versus team design

Hoogveld, A. W. M., Paas, F., & Jochems, W. M. G. (2003). Application of an instructional systems design approach by teachers in higher education: individual versus team design. Teaching and Teacher Education, 19, 581-590.

Assessors' Approaches to Portfolio Assessment in Assessment of Prior Learning Procedures.

In an effort to gain better understanding of the assessment of prior informal and non‐formal learning, this article explores assessors’ approaches to portfolio assessment. Through this portfolio assessment, candidates had requested exemptions from specific courses within an educational programme or admission to the programme based on their prior learning. The assessors judged the portfolios according to set rating criteria, and subsequently discussed their approaches. Their decision‐making processes, perception of portfolio use in the Assessment of Prior Learning (APL), deciding factors in portfolio assessment and use of the rating criteria were key elements in this discussion. The results show that they do use the rating criteria as an indicator in decision‐making, but have mixed perceptions regarding the fairness of APL portfolio assessment. They perceive the portfolio evidence in combination with sound argumentation as the deciding elements in portfolio assessment.

The effects of a competency‐oriented learning environment and tutor feedback on students’ reflection skills

This study investigates the effects of a competency‐oriented course and the effects of feedback training on students’ reflection skills. Thirty‐one nursing students enrolled in a conventional course with lectures and assignments following a traditional test. Subsequently, they enrolled in a competency‐oriented course, which included more performance‐oriented tasks based on competencies and a performance‐based assessment. In both courses, half of the students received feedback on their assignments from tutors who were trained in feedback skills (experimental group), while the other half of the students received feedback from non‐trained tutors (control group). After each course, all students wrote a reflection report. Results show that students’ reflection reports after the competency‐oriented course were of a higher quality than the reports after the conventional course. Contrary to our expectations, the quality of the reflection reports of the control group (students supervised by non‐trained tutors) was significantly higher than the quality of reflection reports of the experimental group (students supervised by trained tutors). This study shows that a competency‐oriented design of courses enhances students’ reflection skills, but that the training in feedback skills needs to be reconsidered.

Development of an Engineering Identity in the Engineering Curriculum in Dutch Higher Education: An Exploratory Study from the Teaching Staff Perspective.

How do engineering students develop a professional identity during the course of the curriculum? What are the development mechanisms and important conditions? In an exploratory study among teachers the authors tried to find out whether the development of engineering identity can be understood by using the theoretical models of Ibarra and Sullivan. The results showed that the development of engineering identity is boosted during the internship in industry in the third year. Furthermore, the theoretical models could be recognised in the findings and four interaction types in internships, with significant differences in effect on identity development, could be identified if two dimensions were used: (1) industry supervisors’ perception of students; (2) the professional responsibility awarded. Some recommendations for curriculum improvement could be made; for example, introducing projects into the curriculum to stimulate identity development from the start. Further research is required on students’ preparation for internships.

Self‐assessment in university assessment of prior learning procedures

Competency‐based university education, in which lifelong learning and flexible learning are key elements, demands a renewed vision on assessment. Within this vision, Assessment of Prior Learning (APL), in which learners have to show their prior learning in order for their goals to be recognised, becomes an important element. This article focuses on a first step in APL, namely students’ self‐assessment of their prior learning before entering university education. The main aim of the presented study is to examine the suitability of the use of self‐assessment in APL. First, in an explorative study, the main sources for self‐assessment are derived and the relation between sources and domain of study is investigated. Second, in a pre‐test post‐test research design, the hypothesis that students’ self‐assessment of prior learning related to a course changes after studying a domain‐specific course is tested. Pre‐test results reveal that students indicate that they have prior knowledge related to the chosen university programme. In general, this prior learning is obtained from study experience, work experience, books, newspapers, magazines, the Internet, TV, radio, film or video. A relation is found between the type of source and the university programme. The hypothesis that students change their self‐assessment after a study period could not be confirmed. Based on these results, it is concluded that self‐assessment in APL might be a suitable tool. Implications for further research are discussed.