David Gijbels
Biographic Data
| ID | 2145053 |
|---|---|
| NAME | David Gijbels |
| GIVEN NAMES | David |
| FAMILY NAME | Gijbels |
| SIGNATURE | GIJBELS D |
| AFFILIATIONS | University of Antwerp |
| ORCID | 0000-0001-8369-9213 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 12 |
| AUTHOR COUNT | 27 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Uncovering video-based learning processes: Cued-retrospective reporting versus concurrent and retrospective reporting
The prevalence of careless response behaviour and its consequences on data quality in self-report questionnaires on student learning
Introduction Self-report questionnaires are widely used in high schools and universities to gain insights into students’ learning strategies and enhance the quality of their education. However, it is important to acknowledge the possibility of respondents being inattentive when completing these questionnaires. While reliability analyses are typically performed at the group level, when providing individual feedback, it is crucial that each respond…
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account
Self-report questionnaires scrutinised: Do eye movements reveal individual differences in cognitive processes while completing a questionnaire
Completing questionnaires is a complex task in which multiple cognitive processes play an important role. Despite critiques of the reliability of questionnaires, our research strived to gain more insight into the process of completing questionnaires by using eye-tracking. We investigated how both the question and the categories of answers were being processed and how processing the question influenced the processing of the categories of answers. …
Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation
This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading b…
The Complexity of Comparative Judgments in Assessing Argumentative Writing: An Eye Tracking Study
Comparative judgment (CJ) has been recently introduced in the educational field as a means of assessing competences. In this judgement process, assessors are presented with two pieces of student work and are asked to choose which one is better in relation to the competencies being assessed. However, since student work is heterogeneous and highly information loaded, it raises the question as to whether this type of assessment is too complex for as…
Conceiving the relationship between theory and practice in T-VET. An in-depth study on key actors’ epistemological perspectives
The integration of theory and practice constitutes an anchor of today’s technical vocational education and training (T-VET) and a major determinant of professional development. Understanding such integration is expected to contribute to pedagogical advancement and to provide new research tools. Current knowledge on the epistemological roots of pedagogical approaches is not automatically informative of the conceptions and beliefs of the students a…
Explaining self-efficacy development in an authentic higher education learning context of role-play simulations
Theories of Workplace Learning in Changing Times
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective lear…
Deep and surface learning in problem-based learning: A review of the literature
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether a…
Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes
Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learni…
Changing students’ assessment preferences: The case of an assessment development center in a veterinary gross anatomy course
Understanding learning pattern development in higher education: A matter of time, context and measurement
Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects
Assessing students’ development in learning approaches according to initial learning profiles: A person-oriented perspective
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation
The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivati…
Instructional development for teachers in higher education: Effects on students' perceptions of the teaching-learning environment
Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and lear…
Assessment of vocational competence in higher education: Reflections and prospects
This special section on the assessment of vocational competence in higher education is based on two symposia that have been organised by the guest editors during the two past biannual conferences o
The impact of instructional development in higher education: The state-of-the-art of the research
New Assessment Modes Within Project-Based Education - The Stakeholders
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and…
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation
The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivati…
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective lear…
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Instructional development for teachers in higher education: Effects on students' perceptions of the teaching-learning environment
Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and lear…
Effects of problem-based learning: A meta-analysis
Effects of Problem-Based Learning: A Meta-Analysis From the Angle of Assessment
This meta-analysis investigated the influence of assessment on the reported effects of problem-based learning (PBL) by applying Sugrue’s (1995) model of cognitive components of problem solving. Three levels of the knowledge structure that can be targeted by assessment of problem solving are used as the main independent variables: (a) understanding of concepts, (b) understanding of the principles that link concepts, and (c) linking of concepts and…
Integrating assessment tasks in a problem‐based learning environment
The purpose of this study was to get more insight in the effects of written assessment tasks integrated in a problem‐based learning environment. Both the influence on students' performances and students' perceptions were investigated. Students' final exam results were used to find out whether students who make the assessment tasks do better than students who do not. Answers from questionnaires and semi‐structured interviews were used to discover …
New Assessment Modes Within Project-Based Education - The Stakeholders
The impact of instructional development in higher education: The state-of-the-art of the research
Assessment of vocational competence in higher education: Reflections and prospects
This special section on the assessment of vocational competence in higher education is based on two symposia that have been organised by the guest editors during the two past biannual conferences o
Students' Persistence and Academic Success in a First-Year Professional Bachelor Program: The Influence of Students' Learning Strategies and Academic Motivation
The present study explores whether students' learning strategies and academic motivation predict persistence and academic success in the first year of higher education. Freshmen students in a professional bachelor program in teacher education were questioned on their learning strategy use and motivation at the start and at the end of the academic year. Students' learning strategies were assessed using the inventory of learning styles-SV. Motivati…
Instructional development for teachers in higher education: Effects on students' perceptions of the teaching-learning environment
Background. Although instructional development for teachers has become an important topic in higher education, little is known about its actual impact. In particular, evidence regarding the impact of teachers' instructional development on students' perceptions of the teaching-learning environment is scarce.Aims. The impact of an instructional development programme for beginning university teachers on students' perceptions of the teaching and lear…
Changing students’ assessment preferences: The case of an assessment development center in a veterinary gross anatomy course
Understanding learning pattern development in higher education: A matter of time, context and measurement
Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects
Assessing students’ development in learning approaches according to initial learning profiles: A person-oriented perspective
Effects of teachers' instructional development on students' study approaches in higher education
Evidence regarding the impact of teachers' instructional development on student learning in higher education is scarce. In this study the authors investigate the impact of an instructional development programme for beginning university teachers on students' approach to studying. They also explore whether this impact is dependent on class size and student level (first years versus non-first years). Quantitative data were gathered from more than 10…
Deep and surface learning in problem-based learning: A review of the literature
In problem-based learning (PBL), implemented worldwide, students learn by discussing professionally relevant problems enhancing application and integration of knowledge, which is assumed to encourage students towards a deep learning approach in which students are intrinsically interested and try to understand what is being studied. This review investigates: (1) the effects of PBL on students' deep and surface approaches to learning, (2) whether a…
Teachers’ Everyday Professional Development: Mapping Informal Learning Activities, Antecedents, and Learning Outcomes
Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learni…
Do Students Develop Towards More Deep Approaches to Learning During Studies? A Systematic Review on the Development of Students’ Deep and Surface Approaches to Learning in Higher Education
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective lear…
How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking
BackgroundUp until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures.AimsThis study aimed at extending current research on students' learning strategies by combining general a…
The Complexity of Comparative Judgments in Assessing Argumentative Writing: An Eye Tracking Study
Comparative judgment (CJ) has been recently introduced in the educational field as a means of assessing competences. In this judgement process, assessors are presented with two pieces of student work and are asked to choose which one is better in relation to the competencies being assessed. However, since student work is heterogeneous and highly information loaded, it raises the question as to whether this type of assessment is too complex for as…
Conceiving the relationship between theory and practice in T-VET. An in-depth study on key actors’ epistemological perspectives
The integration of theory and practice constitutes an anchor of today’s technical vocational education and training (T-VET) and a major determinant of professional development. Understanding such integration is expected to contribute to pedagogical advancement and to provide new research tools. Current knowledge on the epistemological roots of pedagogical approaches is not automatically informative of the conceptions and beliefs of the students a…
Explaining self-efficacy development in an authentic higher education learning context of role-play simulations
Theories of Workplace Learning in Changing Times
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account
Self-report questionnaires scrutinised: Do eye movements reveal individual differences in cognitive processes while completing a questionnaire
Completing questionnaires is a complex task in which multiple cognitive processes play an important role. Despite critiques of the reliability of questionnaires, our research strived to gain more insight into the process of completing questionnaires by using eye-tracking. We investigated how both the question and the categories of answers were being processed and how processing the question influenced the processing of the categories of answers. …
Keeping an Eye on the Refutation Effect: The Role of Prior Knowledge and Text-Based Interest on Attention Allocation
This study examined the relationship between refutation texts and attention allocation by focusing on the interaction between important reader-and-text characteristics. Specifically, the authors investigated how prior knowledge and text-based interest affect attention allocation on refutation/control statements, topic, and explanatory and concluding sentences in refutation and nonrefutation texts. We employed eye tracking to monitor the reading b…
Psychology (22 works) · Mathematics education (15 works) · Pedagogy (10 works) · Computer Science (9 works) · Evaluation of Teaching Practices (9 works) · Social Psychology (8 works) · Student Assessment and Feedback (6 works) · Higher education (5 works) · Innovative Teaching and Learning Methods (5 works) · Medical education (5 works)