Abstract In this empirical study, we investigate two research questions related to students&a... more Abstract In this empirical study, we investigate two research questions related to students' attitudes toward statistics in a sample of 3500 first year university students. The first question is inspired by a large body of research that concludes that learning attitudes tend to decline while learning for the subject. Using the SATS attitudes instrument that distinguishes six attitudes factors, Affect, Cognitive Competence, Value, Difficulty, Interest, and Effort, we indeed confirm this downward trend, with the exception of Value. But the downward ...
Research has shed light on different perspectives which are relevant to making collaborative lear... more Research has shed light on different perspectives which are relevant to making collaborative learning successful (Slavin, 1996). Based on that research, we are able to develop quantitative models that explain the success of a collaborative learning group in terms of underlying motivational, cognitive, and interactional processes (Dolmans et al., 1998). Having measured the extent to which students in a problem-based learning group motivate each other, form a cohesive group, participate actively, or in contrast, sponge or withdraw, these models contribute to our understanding of why some groups are productive, and others are not. Models of this kind are, however, of limited practical use: they are useful for explaining ex post why specific groups have less than average productivity, but cannot explain ex ante what conditions (except for choices of instructional technology) are needed to increase the perspectives of success in collaborative learning groups. In order to develop a model with predictive power, this study investigated group processes in a problem-based learning environment in relation to the types of group interaction taking place (based on Bales’ Interaction Process Analysis, IPA) and personal characteristics of students and tutors. The aim of the research is to develop a model that explains the success of collaborative learning groups, via
This chapter evaluates a postsecondary remediation program in mathematics, aiming to ease the tra... more This chapter evaluates a postsecondary remediation program in mathematics, aiming to ease the transition from high school to university and to improve the success rates in the first year of bachelor studies. The remediation program consists of voluntary bridging education in the format of an online summer course. We investigate five cohorts of in total 4500 students of Maastricht University School of Business and Economics, with 578 participants in the remedial education program. Effect analysis suggests a strong treatment effect of ...
Building on research into the demands on students' self-regulate... more Building on research into the demands on students' self-regulated learning when learning about conceptually rich domains with computer-based learning environments (CBLEs)(Azevedo, Current perspectives on cognition, learning, and instruction, 2008; Lajoie and Azevedo, Handbook of educational psychology, 2006), our study focuses on the research question how students self-regulate their learning in a blended learning environment. In the teaching of introductory statistics to first-year students in economics ...
This study aims to contribute to recent developments in empirical studies on students' learni... more This study aims to contribute to recent developments in empirical studies on students' learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3--5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
Abstract In this empirical study, we investigate two research questions related to students&a... more Abstract In this empirical study, we investigate two research questions related to students' attitudes toward statistics in a sample of 3500 first year university students. The first question is inspired by a large body of research that concludes that learning attitudes tend to decline while learning for the subject. Using the SATS attitudes instrument that distinguishes six attitudes factors, Affect, Cognitive Competence, Value, Difficulty, Interest, and Effort, we indeed confirm this downward trend, with the exception of Value. But the downward ...
Research has shed light on different perspectives which are relevant to making collaborative lear... more Research has shed light on different perspectives which are relevant to making collaborative learning successful (Slavin, 1996). Based on that research, we are able to develop quantitative models that explain the success of a collaborative learning group in terms of underlying motivational, cognitive, and interactional processes (Dolmans et al., 1998). Having measured the extent to which students in a problem-based learning group motivate each other, form a cohesive group, participate actively, or in contrast, sponge or withdraw, these models contribute to our understanding of why some groups are productive, and others are not. Models of this kind are, however, of limited practical use: they are useful for explaining ex post why specific groups have less than average productivity, but cannot explain ex ante what conditions (except for choices of instructional technology) are needed to increase the perspectives of success in collaborative learning groups. In order to develop a model with predictive power, this study investigated group processes in a problem-based learning environment in relation to the types of group interaction taking place (based on Bales’ Interaction Process Analysis, IPA) and personal characteristics of students and tutors. The aim of the research is to develop a model that explains the success of collaborative learning groups, via
This chapter evaluates a postsecondary remediation program in mathematics, aiming to ease the tra... more This chapter evaluates a postsecondary remediation program in mathematics, aiming to ease the transition from high school to university and to improve the success rates in the first year of bachelor studies. The remediation program consists of voluntary bridging education in the format of an online summer course. We investigate five cohorts of in total 4500 students of Maastricht University School of Business and Economics, with 578 participants in the remedial education program. Effect analysis suggests a strong treatment effect of ...
Building on research into the demands on students' self-regulate... more Building on research into the demands on students' self-regulated learning when learning about conceptually rich domains with computer-based learning environments (CBLEs)(Azevedo, Current perspectives on cognition, learning, and instruction, 2008; Lajoie and Azevedo, Handbook of educational psychology, 2006), our study focuses on the research question how students self-regulate their learning in a blended learning environment. In the teaching of introductory statistics to first-year students in economics ...
This study aims to contribute to recent developments in empirical studies on students' learni... more This study aims to contribute to recent developments in empirical studies on students' learning strategies, whereby the use of trace data is combined with self-report data to distinguish profiles of learning strategy use [3--5]. We do so in the context of an application of dispositional learning analytics in a large introductory course mathematics and statistics, based on blended learning. Building on our previous work which showed marked differences in how students used worked examples as a learning strategy [7, 11], this study compares different profiles of learning strategies with learning approaches, learning outcomes, and learning dispositions. One of our key findings is that deep learners were less dependent on worked examples as a resource for learning, and that students who only sporadically used worked examples achieved higher test scores.
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Papers by Dirk Tempelaar