Search results for author:"Karen D. Könings"
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The Development of Innovative Online Problem-Based Learning: A Leadership Course for Leaders in European Public Health
Journal of University Teaching and Learning Practice Vol. 11, No. 3 (2014)
The shift to a knowledge information society has given rise to a need for lifelong learning programmes. Such programmes are especially relevant for public health professionals, whose dynamic field of practice is subject to changes due to rapidly...
Learning and Instruction Vol. 60, No. 1 (April 2019) pp. 85–94
Giving students complex learning tasks combined with peer-assessment tasks can impose a high cognitive load. Scaffolding has proven to reduce cognitive load during learning and improve accuracy on domain-specific tasks. This study investigated...
The role of the e-tutor in synchronous online problem-based learning: A study in a Master Public Health Programme
British Journal of Educational Technology Vol. 49, No. 3 (May 2018) pp. 385–397
The aim of this study is to compare the role of the tutor in an online and a face-to-face problem-based learning (PBL) session to shed light on potential differences of the tutor role in both settings. In this practice-based study we compared the...
Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training
Vocations and Learning Vol. 7, No. 2 (July 2014) pp. 215–239
While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning...
Differences between Students' and Teachers' Perceptions of Education: Profiles to Describe Congruence and Friction
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 1 (January 2014) pp. 11–30
Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching-learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students'...
Katerina Bohle Carbonell; Renée E. Stalmeijer; Karen D. Könings; Mien Segers; Jeroen J.G. van Merriënboer
Educational Research Review Vol. 12, No. 1 (June 2014) pp. 14–29
Adaptive expertise allows individuals to perform at a high level in the face of changing job tasks and work methods, setting it apart from routine expertise. Given the increased need for flexibility in the workplace, adaptive expertise is...
Teachers as Participatory Designers: Two Case Studies with Technology-Enhanced Learning Environments
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 2 (March 2015) pp. 203–228
Teachers are not typically involved as participatory designers in the design of technology-enhanced learning environments. As they have unique and valuable perspectives on the role of technology in education, it is of utmost importance to engage...
Ingrid A.E. Spanjers; Karen D. Könings; Jimmie Leppink; Daniëlle M.L. Verstegen; Nynke de Jong; Katarzyna Czabanowska; Jeroen J.G. van Merriënboer
Educational Research Review Vol. 15, No. 1 (June 2015) pp. 59–74
Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation....