Methodological challenges in research on student learning (Methodology and Statistics Series, nr. 1)
Research on student learning has undergone many changes in the last decade. In particular, the research methodology has advanced in many different ways on the level of complexity of data collection and rigor of data analyses. In the quantitative research perspective, many off-line and online measures and statistical analysis techniques have been further meticulously developed. In the qualitative research perspective, a broader range of data collection tools are applied. Also the use of mixed method data analysis is increasing. Although in some research strands on student learning, the mono method approach of quantitative research is still ‘the golden rule’, in other research strands we notify more methodological creativity in mixing research paradigms and designs which can be very fruitful advancements for further knowledge development. In this book we focus on the domain of research on learning patterns in which these methodological shifts are in rapid evolution. A variety of international research cases illustrating current practices of empirical research, is presented showing how different methods of research on student learning can be applied and be useful for future research. Benefits an boundaries of the research methods are critically discussed and future perspectives are proposed.
Vincent Donche is associate professor of research methods in education at the Faculty of Social Sciences of the University of Antwerp, Belgium and member of the research group EduBROn. His current research interests include cognitive, regulative and affective aspects of student learning, professional learning, academic integration and educational measurement.
Sven De Maeyer is associate professor at the Faculty of Social Sciences of the University of Antwerp, Belgium. His research focuses on methodological and statistical issues in educational research such as: (1) Research on Performance Assessment and Adaptive Comparative Judgment; (2) Research on Instrument and Test development; (3) Self-evaluation instruments for schools; (4) Longitudinal research / Multilevel and mixed effects models / Structural equation models; (5) Combination of applied linguistics and educational research.
David Gijbels is associate professor of learning and instruction at the Faculty of Social Sciences of the University of Antwerp, Belgium. His research focuses on learning and assessment in higher education and on the workplace.
Huub van den Bergh is a professor at the Utrecht Institute of Linguistics of the University of Utrecht, The Netherlands. He has been involved in many studies on reading, writing and teaching, ranging from small scale think-aloud studies to large scale assessments, and from highly controlled experiments to quasi-experimental and field studies.
Methodological challenges in research on student learning (Methodology and Statistics Series, nr. 1)
Research on student learning has undergone many changes in the last decade. In particular, the research methodology has advanced in many different ways on the level of complexity of data collection and rigor of data analyses. In the quantitative research perspective, many off-line and online measures and statistical analysis techniques have been further meticulously developed. In the qualitative research perspective, a broader range of data collection tools are applied. Also the use of mixed method data analysis is increasing. Although in some research strands on student learning, the mono method approach of quantitative research is still ‘the golden rule’, in other research strands we notify more methodological creativity in mixing research paradigms and designs which can be very fruitful advancements for further knowledge development. In this book we focus on the domain of research on learning patterns in which these methodological shifts are in rapid evolution. A variety of international research cases illustrating current practices of empirical research, is presented showing how different methods of research on student learning can be applied and be useful for future research. Benefits an boundaries of the research methods are critically discussed and future perspectives are proposed.
Vincent Donche is associate professor of research methods in education at the Faculty of Social Sciences of the University of Antwerp, Belgium and member of the research group EduBROn. His current research interests include cognitive, regulative and affective aspects of student learning, professional learning, academic integration and educational measurement.
Sven De Maeyer is associate professor at the Faculty of Social Sciences of the University of Antwerp, Belgium. His research focuses on methodological and statistical issues in educational research such as: (1) Research on Performance Assessment and Adaptive Comparative Judgment; (2) Research on Instrument and Test development; (3) Self-evaluation instruments for schools; (4) Longitudinal research / Multilevel and mixed effects models / Structural equation models; (5) Combination of applied linguistics and educational research.
David Gijbels is associate professor of learning and instruction at the Faculty of Social Sciences of the University of Antwerp, Belgium. His research focuses on learning and assessment in higher education and on the workplace.
Huub van den Bergh is a professor at the Utrecht Institute of Linguistics of the University of Utrecht, The Netherlands. He has been involved in many studies on reading, writing and teaching, ranging from small scale think-aloud studies to large scale assessments, and from highly controlled experiments to quasi-experimental and field studies.
Klaar voor hoger onderwijs of arbeidsmarkt? Longitudinaal onderzoek bij laatstejaarsleerlingen secundair onderwijs
De overgang van het secundair onderwijs naar het hoger onderwijs is voor vele jongeren niet vanzelfsprekend. Slechts 40% van de studenten slaagt volledig voor het eerste jaar hoger onderwijs. En na 1 jaar heeft ongeveer 1/10 schoolverlaters nog geen job.
Deze studie beschrijft voor het eerst deze overgang en volgt een groep van meer dan 3000 leerlingen uit 32 secundaire scholen gedurende twee jaar. Het onderzoek beschrijft het proces van studie- of arbeidskeuze. Bij de groep die verder studeert, komen de veranderingen in leerstrategieën (hoe leren leerlingen gewoonlijk) en in motivatie aan bod. Tevens wordt nagegaan hoe de aansluiting tussen het secundair en het hoger onderwijs wordt ervaren. Uiteraard wordt ook het studiesucces bestudeerd. Bij de groep die overstapt naar de arbeidsmarkt, krijgt onder meer de match tussen de gevolgde opleiding en de job ruime aandacht, net als aspecten van werkplekleren en van jobmotivatie.
Tine Van Daal, Liesje Coertjens, Eva Delvaux, Vincent Donche & Peter Van Petegem zijn allen verbonden aan de onderzoeksgroep Edubron van het Instituut voor Onderwijs- en Informatiewetenschappen van de Universiteit Antwerpen.
Klaar voor hoger onderwijs of arbeidsmarkt? Longitudinaal onderzoek bij laatstejaarsleerlingen secundair onderwijs
De overgang van het secundair onderwijs naar het hoger onderwijs is voor vele jongeren niet vanzelfsprekend. Slechts 40% van de studenten slaagt volledig voor het eerste jaar hoger onderwijs. En na 1 jaar heeft ongeveer 1/10 schoolverlaters nog geen job.
Deze studie beschrijft voor het eerst deze overgang en volgt een groep van meer dan 3000 leerlingen uit 32 secundaire scholen gedurende twee jaar. Het onderzoek beschrijft het proces van studie- of arbeidskeuze. Bij de groep die verder studeert, komen de veranderingen in leerstrategieën (hoe leren leerlingen gewoonlijk) en in motivatie aan bod. Tevens wordt nagegaan hoe de aansluiting tussen het secundair en het hoger onderwijs wordt ervaren. Uiteraard wordt ook het studiesucces bestudeerd. Bij de groep die overstapt naar de arbeidsmarkt, krijgt onder meer de match tussen de gevolgde opleiding en de job ruime aandacht, net als aspecten van werkplekleren en van jobmotivatie.
Tine Van Daal, Liesje Coertjens, Eva Delvaux, Vincent Donche & Peter Van Petegem zijn allen verbonden aan de onderzoeksgroep Edubron van het Instituut voor Onderwijs- en Informatiewetenschappen van de Universiteit Antwerpen.