Staff Publications

Staff Publications

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    'Staff publications' is the digital repository of Wageningen University & Research

    'Staff publications' contains references to publications authored by Wageningen University staff from 1976 onward.

    Publications authored by the staff of the Research Institutes are available from 1995 onwards.

    Full text documents are added when available. The database is updated daily and currently holds about 240,000 items, of which 72,000 in open access.

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Greenery and Education : The positive effects of greenery in urban environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2019
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools and nurseries and on campuses enhances the ambience of educational institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student’s performance and their ability to concentrate, as well as enhancing the social climate. This document provides insights into the benefits of greenery for learning and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Greenery and Education : A summary of the positive effects of greenery on well-being in educational environments
Hiemstra, J.A. ; Vries, S. de; Spijker, J.H. - \ 2017
Wageningen : Wageningen University & Research - 7 p.
learning - children - universities - climate - educational institutions - education - social welfare - well-being - health - pupils - students - schools - leren - kinderen - universiteiten - klimaat - onderwijsinstellingen - onderwijs - sociaal welzijn - welzijn - gezondheid - leerlingen - studenten - scholen
Greenery in and around schools, childcare centres and on campuses is good for the climate at education institutions, both inside and out. It has a positive effect on the health and general well-being of students and staff alike, improving student performance and their ability to concentrate, as well as fostering the social climate. This document provides information on the benefits of greenery in relation to education and well-being, including references to scientific literature. It concludes with some tips on how to ensure the successful and beneficial inclusion of greenery.
Naar de klimaattop
Kleis, R. ; Nabuurs, G.J. ; Fresco, L.O. ; Spijkerman, A. - \ 2015
Resource: weekblad voor Wageningen UR 10 (2015)8. - ISSN 1874-3625 - p. 14 - 15.
conferenties - klimaatverandering - klimaat - klimaatadaptatie - milieuwetenschappen - wetenschappers - studenten - duurzame ontwikkeling - conferences - climatic change - climate - climate adaptation - environmental sciences - scientists - students - sustainable development
In de periferie van de VN-klimaatconferentie, van 30 november tot en met 11 december in Parijs, wemelt het van de bijeenkomsten en side-events. Ook Wageningen UR levert haar bijdrage aan dit marktplein van de klimaatwetenschap. Enkele tientallen wetenschappers en studenten trekken naar Parijs om hun boodschap te verkondigen. Op deze pagina’s een kleine greep.
Hiep hiep hulpsel!
Kleis, R. ; Dijksma, R. - \ 2015
Resource: weekblad voor Wageningen UR 10 (2015)4. - ISSN 1874-3625 - p. 12 - 13.
hydrologie - waterlopen - achterhoek - studenten - meting - universitair onderzoek - stroomgebieden - hydrology - streams - students - measurement - university research - watersheds
Diep in de Achterhoek ligt een van de best bemeten en begrepen beken van de wereld. Al vijftig jaar zijn Wageningse wetenschappers en studenten hier kind aan huis.
Over de bodem is nog zoveel te leren
Vos, P. ; Os, G.J. van - \ 2015
Boerderij/Akkerbouw 100 (2015)20. - ISSN 0169-0116 - p. A22 - A24.
bodembeheer - bodembiologie - duurzaam bodemgebruik - duurzaamheid (sustainability) - bioraffinage - onderzoekers - hogere agrarische scholen - studenten - docenten - interviews - soil management - soil biology - sustainable land use - sustainability - biorefinery - research workers - agricultural colleges - students - teachers
Onderzoeker Gera van Os begon dit jaar als lector Duurzaam Bodembeheer aan CAH Vilentum in Dronten. "Extra aandacht voor de bodem is een mooie kans." Dit artikel geeft een interview weer met deze onderzoeker.
Analysing and promoting entrepreneurship in Iranian higher education : entrepreneurial attitudes, intentions and opportunity identification
Karimi, S. - \ 2014
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; Thomas Lans. - Wageningen : Wageningen University - ISBN 9789461738455 - 272
ondernemerschap - onderwijs - hoger onderwijs - studenten - attitudes - psychologie - menselijk gedrag - besluitvorming - culturele waarden - geslacht (gender) - persoonlijkheid - individuele kenmerken - iran - entrepreneurship - education - higher education - students - attitudes - psychology - human behaviour - decision making - cultural values - gender - personality - individual characteristics - iran
Given the positive influences of entrepreneurship in tems of increasing economic growth and creating jobs, considerable efforts have been made to promote entrepreneurship in both developed and developing countries. Scholars and policymakers are also increasingly interested in the factors which influence the decision to become an entrepreneur and thus understanding why some people decide to start a business while others do not. The research reported in this dissertation therefore explored the factors which influence the entrepreneurial intentions of students in higher education in the developing country of Iran.
Scripting intercultural computer-supported collaborative learning in higher education
Popov, V. - \ 2013
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans; A.N. Kuznetsov. - S.l. : s.n. - ISBN 9789461736482 - 272
computerondersteund onderwijs - hoger onderwijs - leren - onderwijsmethoden - geprogrammeerd leren - studenten - interculturele communicatie - cultuur - samenwerking - computer assisted instruction - higher education - learning - teaching methods - programmed learning - students - intercultural communication - culture - cooperation
Introduction of computer-supported collaborative learning (CSCL), specifically in an intercultural learning environment, creates both challenges and benefits. Among the challenges are the coordination of different attitudes, styles of communication, and patterns of behaving. Among the benefits are the sharing of culturally diverse knowledge, hands-on preparation for working in an international climate. Five empirical studies reported in this dissertation were conducted to identify and respond to the cultural issues influencing collaborative learning in both face-to-face and online modes of communication. The ultimate goal of the fives taken together was to develop an instructional script for fostering collaboration and bridging intercultural differences in culturally diverse groups engaged in CSCL. The total sample for the present research included over 500 students representing a total of 55 countries. Both quantitative and qualitative analyses were undertaken in the studies. The findings of this dissertation suggest that the scripting approach can foster collaboration and bridge intercultural differences in culturally diverse groups working in a CSCL environment.
Fostering argumentation-based computer-supported collaborative learning in higher education
Noroozi, O. - \ 2013
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans. - [S.l. : s.n. - ISBN 9789461734013 - 282
computerondersteund onderwijs - hoger onderwijs - wetenschappelijke samenwerking - discussie - leren - onderwijsmethoden - studenten - groepen - computer assisted instruction - higher education - scientific cooperation - discussion - learning - teaching methods - students - groups - cum laude
cum laude graduation (with distinction). In collaborative settings, students of all ages need to learn to clearly explain their informed opinions and give reasons for the way in which they carry out tasks and solve problems. Engaging students in collaborative discussion and argumentation is an educational approach for preparing them to manage today’s complex issues and actively participate in knowledge societies. Despite the fact that argumentation is shaped in social conversation and also in learners’ online exchanges in daily life, learners in academic settings need to be taught to reason and argue in a way that is beneficial for knowledge sharing, domain-specific learning, and knowledge construction. Online support systems for collaboration or Computer-Supported Collaborative Learning (CSCL) environments in which learners argue in teams have been found to support the sharing, constructing, and representing of arguments with the aim of learning. This type of learning arrangement is called Argumentation-Based Computer-Supported Collaborative Learning (ABCSCL) and it is seen as a promising environment in which to facilitate collaborative argumentation and learning.
Studeer Effectief
Pilot, A. ; Hout-Wolters, B. van; Ginkel, S.O. van; Jongepier, P. ; Scheijen, W. - \ 2012
Houten, The Netherlands : Noordhoff Uitgevers (Hoger onderwijs reeks ) - ISBN 9789001810030
studie - hoger onderwijs - universiteiten - leren - efficiëntie - studenten - collegestudenten - onderwijs - study - higher education - universities - learning - efficiency - students - college students - education
Studeren in het hoger onderwijs is anders dan leren in het voortgezet onderwijs: je wordt geacht zelfstandig te studeren, meer studiemateriaal te verwerken en ingewikkelde tentamenvragen te beantwoorden. Dit boek biedt aanwijzingen en oefeningen om effectief te studeren. Er wordt o.a. aandacht besteed aan een actieve en bewuste aanpak van de studie. Het boek bevat praktische suggesties, checklists, voorbeelden en oefeningen voor het hoger beroepsonderwijs en het wetenschappelijk onderwijs.
Beeldvorming over biologische landbouw onder studenten en docenten in het groen onderwijs
Potters, J.I. ; Leeuwen, M.A.E. van - \ 2010
Lelystad : PPO AGV - 30
agrarisch onderwijs - biologische landbouw - onderwijsonderzoek - attitudes - studenten - docenten - leerlingen - agricultural education - organic farming - educational research - students - teachers - pupils
In de huidige onderwijspraktijk biedt een beperkt aantal instellingen een specifieke opleiding of opleidingsvariant biologische landbouw aan. Bij de overige instellingen wordt het als keuzevak aangeboden of komt het onderwerp in andere vakken of helemaal niet aan de orde. Uit het onderzoek komt naar voren dat 40% van de studentrespondenten tijdens de opleiding op geen enkele manier met biologische landbouw in aanraking komt. De studenten zelf vinden dat er meer aandacht voor mag en moet zijn. De beeldvorming over biologische landbouw onder studenten en docenten in het groen onderwijs is overwegend positief. Bij ruim een derde van de studenten en docenten is de beeldvorming ten positieve veranderd in de afgelopen jaren. De uitdaging en tegelijkertijd de vraag is: hoe weet het onderwijs de kansen van de biologische landbouw de komende tijd te benutten? Er is een aantal aanbevelingen geformuleerd.
Verbonden door water: van 1984 via het heden naar 2034
Bierkens, M.F.P. ; Dik, P. ; Eertwegh, G.A.P.H. van den; Engelenburg, J. van; Moens, M. ; Peerdeman, K. ; Rooij, G.H. de; Uijlenhoet, R. ; Vernes, R. ; Wille, M. - \ 2010
H2O : tijdschrift voor watervoorziening en afvalwaterbehandeling 11 (2010). - ISSN 0166-8439 - p. 20 - 23.
waterbeheer - hydrologie - studenten - onderwijsprogramma's - universiteiten - afgestudeerden - geschiedenis - water management - hydrology - students - education programmes - universities - graduates - history
Wageningen UR hield in september 2009 een reünie voor oud-studenten, die in 1984 aan hun studie waren begonnen. In dat jaar was de opkomst hoog. Maar liefst 1.200 studenten verschenen aan de start, waarvan ongeveer driekwart de finish haalde. Deze lichting heeft twee hoogleraren voortgebracht en vele promovendi. Beide hoogleraren (Marc Bierkens, Geografische hydrologie aan de Universiteit van Utrecht, en Remko Uijlenhoet, Hydrologie en Kwantitatief waterbeheer aan Wageningen UR) kozen destijds voor dezelfde studierichting Cultuurtechniek, oriëntatie Hydrologie en waterbeheer. Een goed waterjaar, want na 25 jaar blijken ook de andere hydrologen uit 1984 nog steeds geïnspireerd door water en bekleden gevariëerde functies binnen wetenschap, overheid en bedrijfsleven.
The adventure of greening the University : rol van het studentennetwerk Morgen bij kennisuitwisseling voor duurzame ontwikkeling binnen het hoger onderwijs
Voermans, K. ; Hendriksen, A. ; Drunen, M. van - \ 2010
Wageningen : Wetenschapswinkel Wageningen UR (Rapport / Wetenschapswinkel Wageningen UR 265) - ISBN 9789085851967 - 31
kennis - studenten - studentenparticipatie - hoger onderwijs - universiteiten - communicatie - vergroening - bedrijfsvoering - nederland - kennisoverdracht - duurzame ontwikkeling - actor-network theorie - netwerken - knowledge - students - student participation - higher education - universities - communication - greening - management - netherlands - knowledge transfer - sustainable development - actor-network theory - networks
De Wetenschapswinkel heeft in opdracht van het studentennetwerk Morgen een onderzoeksproject uitgevoerd naar duurzame ontwikkeling binnen universiteiten en hogescholen. Het doel van het project ‘The Adventure of Greening the University’ is om ‘Morgen’ te adviseren hoe het proces van kennisuitwisseling rondom duurzame ontwikkeling binnen het hoger onderwijs te versnellen.
Leren met Toekomst matcht docenten en onderzoekers
Potters, J.I. ; Leeuwen, M.A.E. van - \ 2009
Vakblad Groen Onderwijs 2009 (2009)4. - ISSN 1568-8704 - p. 15 - 15.
agrarisch onderwijs - studenten - onderzoeksinstituten - samenwerking - biologische landbouw - agricultural education - students - research institutes - cooperation - organic farming
'Leren met Toekomst’, een project rondom spreiding van kennis van biologische landbouw, draait sinds 2005. Doel is onderwijs en onderzoekers samen te brengen rondom ondernemersvragen. Dat gebeurde bijvoorbeeld tijdens een matchingsbijeenkomst op 13 januari
Toekomstgericht ondernemerschap: door samenwerking tussen onderzoek, onderwijs en bedrijfsleven
Hurkens, R.R.C.M. ; Geerling-Eiff, F.A. ; Zaalmink, W. ; Beuze, M. de - \ 2007
Wageningen : LEI - 9
ondernemerschap - onderwijs - agrarisch onderwijs - onderzoek - particuliere sector - kennis - studenten - entrepreneurship - education - agricultural education - research - private sector - knowledge - students
Deze rapportage doet verslag van samenwerking tussen onderzoek, onderwijs en bedrijfsleven voor het ontwikkelen van toekomstgericht ondernemerschap. De centrale onderzoeksvraag luidde: Welke vorm van samenwerking in het drieluik groen onderwijs, bedrijfsleven en onderzoek, waarin elke partij meerwaarde ziet, stimuleert een ondernemende houding onder leerlingen/studenten?
Student collaboration and learning : knowledge construction and participation in an asynchronous computer-supported collaborative learning environment in higher education
Mahdizadeh, H. - \ 2007
Wageningen University. Promotor(en): Martin Mulder, co-promotor(en): Harm Biemans. - [S.l.] : S.n. - ISBN 9789085047230 - 221
computerondersteund onderwijs - hoger onderwijs - studenten - informatie - informatietechnologie - kennis - leren - studieresultaat - leeractiviteiten - kennisoverdracht - computer assisted instruction - higher education - students - information - information technology - knowledge - learning - academic achievement - learning activities - knowledge transfer
Since we moved into the third millennium, there has been a gradual shift from the so-called information society to a networked society. One of the main characteristics of this new society is working in distributed companies and teams. The big challenge for educational systems in a networked society is preparing students for living, working and enjoying themselves in such a society. New advanced information and communication technology (ICT) influences all aspects of human life. One of the main applications of e-learning which captivates and fascinates so many researchers in the field of education is “Computer-Supported Collaborative Learning (CSCL)”. According to Stahl (2003), CSCL environments are tools designed to support the building of shared knowledge and knowledge negotiation. In CSCL environments students try to learn collaboratively through the Web and they practice working in distributed teams which seems to be a crucial competency for living in a networked society. Although, theoretically, e-learning and CSCL environments are seen as powerful tools for learning processes, the results of empirical research in the field are contradictory. While some research in the field reported low levels of participation, interaction and depth of learning, many studies described and concluded positive effects of CSCL environments, positive effects of face-to-face teaching supported by CSCL applications, and positive effects of CSCL environments applied in combination with face-to-face learning situations. This dissertation reports a PhD study which concentrated on performing tasks in asynchronous computer-supported collaborative learning environments as a blended learning approach for on-campus students. The blended learning approach, which aims at integrating e-learning techniques and traditional teaching methods, is seen as a way to improve the quality of education and reduce the costs of education for all students. The blended learning approach in higher education is a combination of regular, conventional, face-to-face and individual learning activities with web-based learning activities. It aims at integrating different learning approaches and modes of course material delivery into education. The current PhD project was designed to investigate students’ processes of learning (knowledge construction) and learning outcomes (quality of constructed knowledge) while performing different study tasks in university courses in which CSCL has been implemented. More specifically, the main objective of the study was to investigate the implementation of ACSCL environments in conventional face-to-face and on-campus higher education following a blended learning approach. The following research questions were addressed: What is the current use of e-learning environments in general and CSCL environments in particular in higher education?What is the opinion of teachers about e-learning environments in general and CSCL environments in particular in higher education?What is the opinion of students about implementing tasks in ACSCL environments in higher education?How do students participate in learning processes and knowledge construction while performing tasks in ACSCL environments? How can peer group feedback, supported by ACSCL, improve learning quality and facilitate learning processes? The dissertation is composed of four different studies which address several specific research questions to investigate different aspects of implementing ACSCL in higher education. The first two studies concern two main parties involved in the process of learning: teachers and students. The third study aims at exploring the process of knowledge construction and quality of learning outcomes while performing tasks in ACSCL environments, and finally, the fourth study is designed to investigate the effect of PGF supported by ACSCL on the process of learning. Study 1: teachers’ use of e-learning environments The purpose of the first study was to investigate teachers’ use of e-learning environments as teaching and learning tools in higher education and to explore factors which explain teachers’ use of those e-learning environments. In the study the following research questions were formulated: 1. Which functions of e-learning environments do teachers most often use? 2. What added value do teachers perceive of e-learning environments? 3. Which factors influence teachers’ use of different functions and capabilities of e-learning environments? 4. What are the barriers for implementing e-learning environments in the learning process? In e-learning environments, general course information functions (like course calendar and schedule and course announcement and news), content management functions (like presenting course material and literature and PowerPoint presentations) and non-interactive communication functions (like mail and mailing lists) are used most frequently. Other communication functions (like video conferencing, chatting, and voice conferencing) and collaboration functions (like online discussion, online collaboration, shared whiteboard, and application sharing) are the least used features of the e-learning environments. Comparable to the pattern of the actual use of e-learning environments mentioned above, results indicate that teachers believe that presentation of course materials and literature, presentation of information about the courses, PowerPoint presentations, and E-mail have the most added value for teaching and learning processes. Voice conferencing, shared whiteboard, videoconferencing and net-meetings are believed to have the least added value for teaching and learning processes. The assumed added value of online discussion and online collaboration is low as well. In addition, teachers believe they do not face serious technical problems when working with ICT tools and e-learning environments. Finally, teachers are satisfied with the facilities and connectivity but they feel that they do not have access to relevant software, websites and content. Running exploratory and confirmatory factor analysis we identified different factors like Knowledge Construction Teaching and Learning Approach (KC), Teachers’ Opinion about Computer-Assisted Learning (CAL), Teachers’ Opinion about Web-based Activities (WA), Ease of Use (perceived difficulty), and Time which might contribute to the explanation of teachers’ actual use of e-learning environments (USE). We found that a teacher’s previous experience with e-learning environments, WA, CAL, and ease of use can help us to explain teachers’ perceptions of the added value and usefulness of e-learning environments and their actual use of these environments. At the end, we were able to introduce the Teachers’ Use of E-learning Environments Model (USE Model) which consists of Teachers’ Opinions about Web-based Activities (WA) and Teachers’ Opinions about Computer-Assisted Learning (CAL) as predictors, and Teachers’ Perceived Added Value of E-learning Environments (AV) as the mediating variable. Study 2: Student satisfaction with, and perceived learning effects of, performing tasks in ACSCL environments The second study was aimed at investigating student satisfaction with, and perceived learning effects of, performing asynchronous online collaborative learning tasks in courses in higher education. The specific questions addressed in this study were: 1. Are on-campus students satisfied with performing learning tasks in this asynchronous computer-supported collaborative learning environment (ACSCLE)? 2. Do on-campus students perceive any added value of performing learning tasks in an asynchronous computer-supported collaborative learning environment (ACSCLE)? 3. What factors influence student satisfaction with, and perceived learning in, this asynchronous computer-supported collaborative learning environment (ACSCLE)? Overall, 61.5% of the students were satisfied with their learning experiences with ACSCLE in their courses and, on average, 43.5% of the students agreed with all the items concerning their satisfaction with different aspects of performing tasks in the ACSCLE; with 45.7% of the students taking a neutral position. From the students’ points of view there were no differences between F2F and asynchronous online collaboration in terms of difficulty of performing tasks and perception of learning. These results led to the conclusion that students evaluate the quality of asynchronous online collaborative learning as equal to the quality of F2F learning. In total, 30.35% of the students positively agreed with all the statements meant to capture their opinions about the learning effects of performing tasks in ACSCLE and 50.35% of them were neutral (Mean=3.12). Study 3: Students’ learning activities and quality of knowledge construction while performing tasks in ACSCL environments The third study was conducted to explore how on-campus university students in the context of green (food, animal, plant, social and environmental) sciences collaborate and construct knowledge in asynchronous CSCL environments. Therefore, attention was paid to learning activities during the process of knowledge construction. Moreover, we analysed students’ participation and quality of knowledge construction while performing collaborative tasks in asynchronous CSCL environments. The following research questions were addressed with respect to students performing collaborative tasks in asynchronous CSCL environments: To what extent do on-campus students participate in the process of knowledge construction? How can on-campus students’ learning and how can knowledge construction processes be characterised in terms of cognitive, affective, and meta-cognitive learning activities?What is the quality of the constructed knowledge? Are there any changes in on-campus students’ learning activities over time and what are the patterns of those changes?Are there any differences in students’ learning activities in different courses and settings? Considering the fact that, on average, students wrote two notes and read fifty five notes per week, we concluded that students’ active participation in the learning environment was rather/fairly successful and their passive participation was quite successful. We also found that while, on average, each note was read 26.7 times and those contributions written in the first week were read more (Mean =60.4) than notes written in the last weeks (Mean = 5.17). Through content analysis of the students’ written notes and learning activities by means of a coding scheme developed by Veldhuis-Diermanse, 89.2 % of students’ contributions were coded as cognitive learning activities, 8.4 % as meta-cognitive and 2.1 % as affective learning activities. Looking at the subcategories of the coding scheme, we found that ‘debating’ in the cognitive category and ‘keeping clarity’ in the meta-cognitive category appeared more. Another coding scheme was used to assess the quality of students’ contributions. For each of the four quality levels (levels increasing from D to A) corresponding verbs were identified and described. Our findings showed that 75.1 % of students’ contributions were assessed as level B, which is reasonably high, 6.1 % as Level D (lowest quality) and 7.7 % as level A (highest quality) and 11.1 % as level C. Conducting in-depth interviews and focus groups with participants and looking at the open questions of the questionnaire, we concluded that task structure, level of support that students receive, teacher’s role, task complexity, and group composition, which can all be discussed under the term ‘scripting CSCL’, are the main factors that students believed to be important for their learning activities and the quality of their contributions to ACSCL environments. Study 4: Asynchronous Computer-Supported Peer Group Feedback in Higher Education In the forth study we concentrated on the application of peer group feedback in face-to-face class meetings and asynchronous computer-supported collaborative learning (ACSCL) environments. More specifically, we surveyed student participation in, satisfaction with, and perceived learning effects of, participating in peer group feedback and studied functions and quality of student contributions to the PGF processes in both F2F and ACS conditions. For this purpose the following research questions were formulated: 1. To what extent do students participate in Peer Group Feedback (PGF) in both Asynchronous Computer-Supported (ACS) and Face to Face (F2F) conditions? 2. What are students' perceptions of the value of Peer Group Feedback (PGF) in both Asynchronous Computer-Supported (ACS) and Face to Face (F2F) conditions? 3. What is the function of the students' feedback in both Asynchronous Computer-Supported (ACS) and Face to Face (F2F) conditions during Peer Group feedback (PGF)? 4. What is the quality of the students' feedback in both Asynchronous Computer-Supported (ACS) and Face to Face (F2F) conditions during Peer Group feedback (PGF)? Our findings revealed that students in the ACS-PGF condition participated more in the process of feedback and all students were active (the distribution was better). In F2F conditions some students took over the discussions and teachers contributed more. The minimum amount of contributions under ACS conditions was much higher than under F2F conditions. We also found that students in both conditions were satisfied with participating in group feedback and perceived PGF as effective for learning. Students in ACS groups were positive, to a higher level, about the quality of PGF and its added value. However, there was no significant difference between students’ perceptions of the effect of PGF on motivation, interaction, and satisfaction. We found that both ACS and F2F conditions differed with respect to students’ contributions. For example, the students’ notes posted in the ACS groups were significantly clearer, more structured, and more to the point than students’ utterances in F2F groups. Students in ACS conditions posted more notes that were encoded as “evaluation/criticism” and as “motivate/praise” than students in F2F conditions. Concluding remarks From the study the conclusion can be drawn that although well-arranged technical support and reliable infrastructure are important for teachers’ use of e-learning environments, they are not enough. A teachers’ first experience with using e-learning environments and their attitude toward ICT are more important. Moreover, those who use e-learning environments most frequently use non-interactive and superficial features and functions. Interactive features, like CSCL, are rarely used. It seems that, in practice, more attention has been paid to the technological aspects of e-learning than to the pedagogical aspects and, as a result, these advanced learning environments have only been considered as tools to facilitate traditional learning and teaching approaches. Tasks in CSCL environments need more attention than in face to face collaborative learning. In order to integrate CSCL effectively into the learning process characteristics/issues like structure and the level of structuring of the task, complexity of the learning process, task complexity, the formulation of the task, support that learners receive, and the way that they receive that support are very important. Based on our study the conclusion is justified that, as a blended learning approach, integrating asynchronous CSCL environments can effectively engage students in the process of learning. Implementing tasks in CSCL environments increases students’ participation in learning activities and their interaction with each other and with their teachers outside of class time. We also conclude that asynchronous CSCL does not only foster more students’ participation, but more equal participation, in the learning process and might be used successfully to encourage and engage the silent side of the class into the processes of discussion and collaboration. The results of the study lead us to the conclusion that ACSCL environments can foster higher-order learning skills. However, we should remember that the quality of discussion was significantly related to the design and setting of the course. Learning to work in distributed teams is one of the main competencies that should be developed in higher education to prepare students for working in a knowledge and network society. The findings of this study revealed that performing tasks in asynchronous CSCL environments has the potential to increase the level of participation and interaction among students and to foster processes of shared and social knowledge construction. Performing these kinds of tasks has the potential to provide a meaningful supplement to conventional teaching and learning approaches and can help teachers to overcome the limitations of face-to-face collaboration and discussion. We conclude that following a blended learning approach and taking course objectives into consideration, we can benefit from the added value of e-learning and CSCL environments. For example, our fourth study revealed that ACSCL can enable teachers to successfully embed ‘formative assessment’ and ‘process-oriented feedback’ (which aims at learning rather than assessment) into the learning process. As stated before, the quality of students’ contributions in groups operating under ACS conditions was significantly higher than in F2F groups and they posted more critical comments. This allows us to conclude that asking students to conduct tasks in CSCL environments and combining these activities within the learning process can improve depth of learning and critical thinking. It is commonly expected that in ACSCL environments students benefit from “asynchronicity” of the environment. By reading background literature in the field and written course material, and thinking deeply about the topic, students can provide in-depth and well-grounded “delayed feedback”. However our study showed that this is not the normal strategy followed by students. In other words, first we need to learn how students work in ACSCL environments, which is not necessarily as we expect, and second to develop an instructional design and script CSCL activities in a way that persuades students to take advantage of the power of ACSCL environments. Without doing so CSCL environments will lose one of their main advantages over conventional F2F conditions.
Elektronisch Inburgeren : het werven en opleiden van plantenziektekundestudenten in Nederland
Goud, J.C. ; Termorshuizen, A.J. ; Wit, P.J.G.M. de - \ 2006
Gewasbescherming 37 (2006)3. - ISSN 0166-6495 - p. 82 - 83.
gewasbescherming - plantenziekten - plantenziektekunde - agrarisch onderwijs - hogere agrarische scholen - hoger onderwijs - collegestudenten - studenten - publiciteit - communicatie - voorlichting - plant protection - plant diseases - plant pathology - agricultural education - agricultural colleges - higher education - college students - students - publicity - communication - extension
Informatie over een project dat ten doel heeft de teruglopende aantallen studenten in het plantenziektekundig onderwijs - en daaraan gekoppeld het dalend onderwijsaanbod - te stoppen: de ontwikkeling van een wervende website
ECS onderzoekt inspirerende leeromgevingen : post-initieel leren van ondernemers
Gielen, P.M. ; Biemans, H.J.A. ; Elsen, E. van den; Schaafsma, S.C.T. ; Wesselink, R. - \ 2005
Vakblad Groen Onderwijs 47 (2005)11. - ISSN 1568-8704 - p. 10 - 12.
agrarisch onderwijs - onderwijsinstellingen - opleidingscentra - hogere agrarische scholen - praktijkonderwijs - vaardigheidsonderwijs - onderzoek - studenten - scholingscursussen - beroepsvaardigheden - ondernemerschap - agricultural education - educational institutions - training centres - agricultural colleges - practical education - competency based education - research - students - training courses - job skills - entrepreneurship
Onderzoekers van de leerstoelgroep Educatie en Competentie Studies van Wageningen UR gaan aan de slag met de vraag welke leeromgevingen geschikt zijn voor studenten om ondernemersspecifieke competenties te ontwikkelen
Cultuurverschillen in een internationale MSc opleiding
Rip, F.I. - \ 2005
Agro Informatica 18 (2005)1. - ISSN 0925-4455 - p. 26 - 29.
agrarisch onderwijs - universiteiten - geografische informatiesystemen - vaardigheidsonderwijs - culturele differentiatie - studenten - cultuur - informatietechnologie - agricultural education - universities - geographical information systems - competency based education - cultural differentiation - students - culture - information technology
De masteropleiding Geo-informatie wetenschappen aan Wageningen Universiteit kent een zeer diverse instroom van binnen- en buitenlandse studenten. Daarnaast is men bezig om de competentie-benadering in te voeren. In dit artikel wordt uitgelegd hoe één en ander samenhangt, met speciale aandacht voor cultuur aspecten jegens onderwijs
Vrouwen, Wageningen en de Wereld. Wetenschap, studie en loopbaan, 1918-2003
Burg, Margreet van der; Bos-Boers, M. - \ 2003
Hilversum : Uitgeverij Verloren - ISBN 9065507396 - 256
vrouwen - universiteiten - studenten - afgestudeerden - agrarisch onderwijs - geschiedenis - nederland - gelderland - women - universities - students - graduates - agricultural education - history - netherlands
Onderwijsvernieuwing en groen onderwijs - naar actief en constructief leren
Biemans, H.J.A. ; Mulder, M. ; Wesselink, R. ; Lans, T. ; Schlooz, P. - \ 2003
's-Gravenhage : Elsevier Overheid - ISBN 905901927X - 220
agrarisch onderwijs - onderwijsvernieuwing - onderwijshervorming - onderwijsmethoden - leertheorie - leren - studenten - nederland - agricultural education - educational innovation - educational reform - teaching methods - learning theory - learning - students - netherlands
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