Transcript Learning environment, interactions, sense of belonging and

Conducted and ongoing research
into university education
@EUR
Gerard Baars, Risbo, Erasmus University Rotterdam
Marit Wijnen, ESL/ Psychology, Erasmus University Rotterdam
17 July 2015
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Research into University Education @EUR
Transition from
pre-university
education to
EUR
7/17/2015
Research into
education
@EUR
Research after
student
graduation
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Transition pre-university education to EUR
• Determinants for study success (before admission)
– “Pre-university math grade and intrinsic motivation (economics)”
(Arnold & Straten, 2012)
– “Pre-university GPA and intrinsic motivation (medical faculty)”
(Baars, 2009)
– “Pre-university GPA and observed learning behavior (Psychology)”
(De Koning et al., 2012)
• Selection of students
– “Those who have been admitted by selection (based on extracurricular activities before admission and a cognitive test)
outperform students who had been admitted by weighted lottery”
(Urlings-Strop et al., 2009)
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Transition pre-university education to EUR
• Facilitating the transition from pre-university
education and university
– Qualitative research into factors that play a role in the transition
from pre-university education to EUR (Van Herpen, Risbo)
– Research into the effect of a pre-academic development
program on study success in B1
“Preliminary results show that those who participated in the preacademic programme study harder, show more proactive
communication with peers and staff, and attain higher (+0.5)
grades in the first course than students who did not attend the
programme” (Van Herpen, Risbo)
– Research into the effect of study choice activities (SMC, Risbo)
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Research into education @EUR
• Early identification of dropouts
– “70% of the students who drop out in the first year do not
participate in the first exams or do not manage to pass at
least 50% of the first exams” (Baars & Arnold, 2014)
• Implementation N=N (o.a. BSA 60 ECTS)
– “The same percentage of students completed the first
year within one year after the start as previously within
two years after the start” (Baars, et al., 2013)
– Comparison of psychometric quality of the BSA final
judgment regarding the study results of B1 before and
after implementation N=N (Lidia Arends, FSW)
– Influence N=N on study strategies of students (Guus
Smeets, FSW)
– Influence of N=N on study progress and time spend on
study (Stegers-Jager, Erasmus MC & Meeuwisse, FSW)
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Research into education @EUR
• Problem Based Learning
– A lot of research into PBL (Psychology, FSW)
– “PBL students do not necessarily acquire more knowledge,
however, they retain more knowledge on long-term and develop
better skills and are more satisfied about their study” (Schmidt,
et al., 2009)
– Effectiveness of PBL at Erasmus School of Law (Wijnen, ESL)
• Minorities
– Ethnic diversity in higher education, with a special interest in the
learning environment, students’ (study)time investment and the
role of different life domains related to students’ academic
success (Meeuwisse, et al., 2010; Meeuwisse, 2012)
– Structured curricula, involved teachers/ supervisors and smallscale education and social networks promote the learning of
non-Western students (Wolff, 2013)
– Ethnic disparities in undergraduate pre-clinical and clinical
performance (Stegers-Jager, et al., 2012)
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Research into education @EUR
• Compensatory grading / testing
– “Especially students with a (preliminary) positive BSA benefit
from compensatory grading / testing; the total percentage of
students who can study further does not increase (Arnold & Van
den Brink, 2009)
– Making use of the compensation regulation does not lead to
poorer performance in follow-up courses (Arnold, 2011)
• Online learning
– Relationship between motivation, tool use, participation, and
performance in an e-learning course using webvideoconferencing (Giesbers, et al., 2013)
– A Dynamic Analysis of the Interplay between Asynchronous and
Synchronous Communication in Online Learning: The Impact of
Motivation (Giesbers, et al., 2014)
– A blended design in acute care training: similar learning results,
less training costs compared with a traditional format
(Dankbaar, et al., 2014)
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Research into education @EUR
• Research in medical education (Dankbaar, Mamede,
Stegers-Jager, Themmen)
– Among others: Research into clinical reasoning
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Research after student graduation
• Explaining professional success through students’ learning
outcomes, their learning process, and the quality of the learning
environment (Vermeulen-Kerstens, 2007)
• Investigating the effectiveness of particular learning environments
(problem-based learning versus conventional learning environment)
in terms of students’ mastery-level of job competencies
(Vermeulen-Kerstens, 2007)
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