Jeroen J G Van Merriënboer
Datos Biográficos
| ID | 2746189 |
|---|---|
| NOMBRE | Jeroen J G Van Merriënboer |
| NOMBRES | Jeroen J G |
| APELLIDO | Van Merriënboer |
| FIRMA | VAN MERRIËNBOER J J G |
| AFILIACIONES | Maastricht University |
| ORCID | 0000-0002-5868-7031 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 54 |
| TOTAL DE CITAS | 17 |
| TOTAL COMO AUTOR | 54 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1988 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 3 |
Twelve tips for teaching medical communication skills in a second language
INTRODUCTION: As healthcare becomes increasingly globalized, language barriers between international medical professionals and local patients pose significant threats to patient safety and care quality. Most medical curricula lack structured approaches to developing second language (L2) communication competencies. PURPOSE & RELEVANCE: This article provides 12 practical tips for integrating medical L2 communication teaching in health professions e…
Self-regulation of Flow
The dynamic characteristics of Self-Regulated Learning are similar to those that shape the flow state. • The self-regulation process in a flow state takes effort but students may perceive that the effort they put into an activity is minimal because they interpret effort as valuable. • Flow is only a seemingly effortless state, which may be regulated by the way effort is interpreted. Being in a flow state leads to an optimal learning experience an…
Situations that prompt teachers in problem-based curricula to reflect on their beliefs, identity and mission
Teachers have different perceptions of how to enhance student learning. Whereas some take a teacher-centred perspective, others lean more towards a student-centred approach. Many studies in higher education have invoked Korthagen’s onion model (2014) to explain how teachers’ perspectives can impact their teaching practices. Spanning six interrelated layers, this model contains both outer (environment, behaviour, competencies) and inner (beliefs, …
Developing media literacy as complex learning in secondary schools
Background: Today, the importance of teaching media literacy in education has been highlighted, and the need for effective instructional design in this field has received more attention. This research attempts to investigate the effect of the Four-Component Instructional Design (4C/ID) model on developing media literacy. Method: This study employs a quasi-experimental pre-test-post-test design. The research subjects were recruited from tenth-grad…
Learning From Clinical Supervisor Practice Variability
Towards a Framework of International Online Collaboration Competencies – A Consensus Study
International Online Collaboration Competencies (IOCCs) are considered essential for global virtual teams, yet no consensus exists on what experts consider as IOCCs and which competencies are involved. To develop a framework to support higher education in designing learning tasks and evaluation instruments for the acquisition of IOCCs, a three-round consensus study was conducted among a purposive sample of academic and field experts in internatio…
Signaling cues and focused prompts for professional vision support
In teacher education, video representations of practice offer a motivating means for applying conceptual teaching knowledge toward real-world settings. With video analysis, preservice teachers can begin cultivating professional vision skills through noticing and reasoning about presented core teaching practices. However, with novices’ limited prior knowledge and experience, processing transient information from video can be challenging. Multimedi…
Guiding secondary school students during task selection
Secondary school students often learn new cognitive skills by practicing with tasks that vary in difficulty, amount of support and/or content. Occasionally, they have to select these tasks themselves. Studies on task-selection guidance investigated either procedural guidance (specific rules for selecting tasks) or strategic guidance (general rules and explanations for task selection), but never directly compared them. Experiment 1 aimed to replic…
Knowing what matters
An Epistemic Network Approach to Teacher Students’ Professional Vision in Tutoring Video Analysis
Video-based training offers teacher students approximations of practice for developing professional vision (PV; i.e., noticing and reasoning) of core teaching practices. While much video analysis research focuses on whole-classroom scenarios, for early PV training, it is unclear whether the focused instructional context of tutoring could be an appropriate and potentially supportive design element. The present study describes 42 biology teacher st…
Student, direct thyself! Facilitating self-directed learning skills and motivation with an electronic development portfolio
This quasi-experimental study investigates the effects of using an electronic development portfolio (PERFLECT) with teacher-guided student self-coaching on the development of students' self-directed learning skills and motivation. In a 12-week program in senior vocational education, students in the PERFLECT group used the portfolio to help self-direct their learning, while the REGULAR group followed the regular educational program. Students in th…
International Online Collaboration Competencies in Higher Education Students
The COVID-19 pandemic has been forcing people to work remotely in virtual teams around the globe. Global virtual teamwork will continue, and people are not sufficiently prepared for this, resulting in reduced team commitment and lower performance. Higher education institutions need to equip their graduates with International Online Collaboration Competencies (IOCCs), but research into these is fragmented, lacking even a definition of these compet…
Understanding self-regulated learning through the lens of motivation
Successful learners should self-regulate their motivation to learn. Although 8 motivational regulation strategies (MRSs) have been described, their relations with student motivation remain underexplored. To analyze this relationship, we conducted a correlational study grounded in Wolters’ theory of MRSs and Ivannikov's adaptation of Leont'ev's activity theory. We considered four different motivational elements: motives-to-learn, mood, perceptions…
Improving student achievement through professional cultures of teaching in Flanders
Student performance in general subjects such as language and mathematical skills is poor in secondary vocational education. A professional culture of teaching—including recruitment of well qualified teachers, effective teacher collaboration and effective teaching practice—could be the key to success. To what extent is there a professional culture of teaching in vocational education? Do differences in the professional culture of teaching affect st…
From Theory to Practice
Cognitive load theory has become a leading model in educational psychology and has started to gain traction in the medical education community over the last decade. The theory is rooted in our current understanding of human cognitive architecture in which an individual’s limited working memory and unlimited long-term memory interact during the process of learning. Though initially described as primarily a theory of learning, parallels between cog…
Influence of Emotion on Cognitive Load Experienced by Trainees While Performing Patient Handoffs
Introduction: Patient handoffs remain a significant patient safety challenge. Researchers have used cognitive load theory (CLT) to unpack the complexity of health professions workplace learning tasks including handoffs. 1 When the cognitive load of a handoff exceeds the working memory capacity of the trainee, learning and performance suffer. CLT focuses on the development of instructional strategies that match intrinsic load (IL) to the developme…
Stimulating the intention to change learning strategies
Practice testing and distributed practice are effective in enhancing learning outcomes and long-term retention. Yet, many students use ineffective learning strategies instead and are reluctant to change them because they hold erroneous beliefs about practice testing and distributed practice. This intervention study examined whether narratives, compared to traditional didactic communication, can change learning strategy-beliefs, stimulate intentio…
The medical pause
Research has shown that taking ‘timeouts’ in medical practice improves performance and patient safety. However, the benefits of taking timeouts, or pausing, are not sufficiently acknowledged in workplaces and training programmes. By employing insights from educational and cognitive psychology, we first identified pausing as an important skill to interrupt negative momentum and bolster learning. Subsequently, we categorised constituent cognitive p…
Ten steps to 4C/ID
This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional d…
Cognitive-Load Theory
Cognitive-load researchers attempt to engineer the instructional control of cognitive load by designing methods that substitute productive for unproductive cognitive load. This article highlights proven and new methods to achieve this instructional control by focusing on the cognitive architecture used by cognitive-load theory and aspects of the learning task, the learner, and the learning environment.
Different effects of pausing on cognitive load in a medical simulation game
In medical training, allowing learners to take pauses during tasks is known to enhance performance. Cognitive load theory assumes that insertion of pauses positively affects cognitive load, thereby enhancing performance. However, empirical studies on how allowing and taking pauses affects cognitive load and performance in dynamic task environments are scarce. We investigated the pause effect, using a computerized simulation game in emergency medi…
Granularity matters
Although self-regulated learning (SRL) is becoming increasingly important in modern educational contexts, disagreements exist regarding its measurement. One particularly important issue is whether self-reports represent valid ways to measure this process. Several researchers have advocated the use of behavioral indicators of SRL instead. An outstanding research debate concerns the extent to which it is possible to compare behavioral measures of S…
Cognitive Architecture and Instructional Design
Cognitive load theory was introduced in the 1980s as an instructional design theory based on several uncontroversial aspects of human cognitive architecture. Our knowledge of many of the characteristics of working memory, long-term memory and the relations between them had been well-established for many decades prior to the introduction of the theory. Curiously, this knowledge had had a limited impact on the field of instructional design with mos…
Capturing the complexity of differentiated instruction
Providing differentiated instruction (DI) is considered an important but complex teaching skill which many teachers have not mastered and feel unprepared for. In order to design professional development activities, a thorough description of DI is required. The international literature on assessing teachers’ differentiation qualities describes the use of various instruments, ranging from self-reports to observation schemes and from perceived-diffi…
Using a visualisation-based and progressive learning environment as a cognitive tool for learning computer programming
Project-based learning (PjBL) has been widely promoted in educational practice, for example, computer programming education. While PiBL may help learners to connect abstract knowledge with authentic practice, the complexity of completing an authentic project may overwhelm learners, making them unable to achieve the desired learning outcomes. This study proposes a visualisation-based and progressive learning environment as a cognitive tool to supp…
Teachers’ perspectives on innovations
Knowing what matters
Towards more powerful learning environments through combining the perspectives of designers, teachers, and students
In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers' conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students' perceptions of a learning environment affect their subsequent learning behaviour and the quality of the learning outcomes. The d…
Multimedia instructions and cognitive load theory
Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase th…
The management of cognitive load during complex cognitive skill acquisition by means of computer‐simulated problem solving
This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split‐source format, information relating to procedural aspects of the functioning of an electrical circuit was not integrated in a circuit diagram, while information in the integrated format condition was integrated in the circuit diagram. It was hypothesized that learners in the integrated format wo…
Optimizing the number of steps in learning tasks for complex skills
Background. Carrying out whole tasks is often too difficult for novice learners attempting to acquire complex skills. The common solution is to split up the tasks into a number of smaller steps. The number of steps must be optimized for efficient and effective learning.Aim. The aim of the study is to investigate the relation between the number of steps provided to learners and the quality of their learning of complex skills. It is hypothesized th…
The Matching Familiar Figures Test
The reliability of computer controlled and experimenter controlled administration of the Matching Familiar Figures Test was examined with a sample of 80 students ages 17-19 years. In order, internal consistencies for computer and experimenter controlled administration were .87 and .90 for response times and .44 and .59 for errors; test-retest correlations over one year were .78 and .82 for time scores and .74 and .60 for error scores. These data …
Computerized vs. Experimenter Controlled Administration of the Matching Familiar Figures Test
The Matching Familiar Figures Test (MFFT) is a well-known instrument designed to measure the cognitive style reflection impulsivity. In the present study, a computerized MFFT version for the Apple MacIntosh (MacMFFT) is compared to the traditional, experimenter controlled MFFT. For a group of 80 subjects, age 17-21, no differences were found between internal consistencies and test-retest reliabilities of the MacMFFT and those of the MFFT. However…
The Efficiency of Instructional Conditions
This article reports on a calculational approach for combining measures of mental workload and task performance that allows one to obtain information on the relative efficiency of instructional conditions. The method is based on the standardization of raw scores for mental effort and task performance to z scores, which are displayed in a cross of axes. Relative condition efficiency is calculated as the perpendicular distance to the line that is a…
Measurement of Cognitive Load in Instructional Research
The results of two of our recent empirical studies were considered to assess the usefulness of subjective ratings and cardiovascular measures of mental effort in instructional research. Based on its reliability and sensitivity, the subjective rating-scale technique met the requirements to be useful in instructional research whereas the cardiovascular technique did not. It was concluded that the usefulness of both measurement techniques in instruc…
Instructional control of cognitive load in the training of complex cognitive tasks
Variability of worked examples and transfer of geometrical problem-solving skills
Four computer-based training strategies for geometrical problem solving in the domain of computer numerically controlled machinery programming were studied with regard to their effects on training performance, transfer performance, and cognitive load. A low- and a high-variability conventional condition, in which conventional practice problems had to be solved (followed by worked examples), were compared with a low- and a high-variability worked …
Cognitive Architecture and Instructional Design
Peer assessment in problem based learning
The training of peer assessment skills to promote the development of reflection skills in teacher education
Peer Assessment Training in Teacher Education
The implementation of peer assessment receives much attention in teacher education. This paper reports the effects of peer assessment training on the performance of student teachers. Ninety-three student teachers were randomly assigned to control groups and experimental groups. The experimental groups were trained in defining performance criteria, giving feedback and writing assessment reports. This was done through peer assessment tasks that wer…
Taking the Load Off a Learner's Mind
Complex learning aims at the integration of knowledge, skills, and attitudes; the coordination of qualitatively different constituent skills; and the transfer of what is learned to daily life or work settings. Recent instructional theories stress authentic learning tasks as the driving force for learning; but due to the complexity of those tasks, learning may be hampered by the limited processing capacity of the human mind. In this article we pre…
The efficiency of multimedia learning into old age
Background: On the basis of a multimodal model of working memory, cognitive load theory predicts that a multimedia‐based instructional format leads to a better acquisition of complex subject matter than a purely visual instructional format. Aims: This study investigated the extent to which age and instructional format had an impact on training efficiency among both young and old adults. It was hypothesised that studying worked examples that are p…
Multimedia instructions and cognitive load theory
Background: Recent research on the influence of presentation format on the effectiveness of multimedia instructions has yielded some interesting results. According to cognitive load theory (Sweller, Van Merriënboer, & Paas, 1998) and Mayer's theory of multimedia learning (Mayer, 2001), replacing visual text with spoken text (the modality effect) and adding visual cues relating elements of a picture to the text (the cueing effect) both increase th…
Cognitive Load Theory and Complex Learning
The management of cognitive load during complex cognitive skill acquisition by means of computer‐simulated problem solving
This study compared the effects of two information presentation formats on learning to solve problems in electrical circuits. In one condition, the split‐source format, information relating to procedural aspects of the functioning of an electrical circuit was not integrated in a circuit diagram, while information in the integrated format condition was integrated in the circuit diagram. It was hypothesized that learners in the integrated format wo…
Optimizing the number of steps in learning tasks for complex skills
Background. Carrying out whole tasks is often too difficult for novice learners attempting to acquire complex skills. The common solution is to split up the tasks into a number of smaller steps. The number of steps must be optimized for efficient and effective learning.Aim. The aim of the study is to investigate the relation between the number of steps provided to learners and the quality of their learning of complex skills. It is hypothesized th…
Towards more powerful learning environments through combining the perspectives of designers, teachers, and students
In order to reach the main aims of modern education, powerful learning environments are designed. The characteristics of the design of PLEs are expected to have positive effects on student learning. Additionally, teachers' conceptions of learning and teaching do influence the implementation of a PLE. Moreover, students' perceptions of a learning environment affect their subsequent learning behaviour and the quality of the learning outcomes. The d…
Teachers’ perspectives on innovations
Cognitive load theory in health professional education
Context Cognitive load theory aims to develop instructional design guidelines based on a model of human cognitive architecture. The architecture assumes a limited working memory and an unlimited long‐term memory holding cognitive schemas; expertise exclusively comes from knowledge stored as schemas in long‐term memory. Learning is described as the construction and automation of such schemas. Three types of cognitive load are distinguished: intrin…
Effective peer assessment processes
The influence of prior knowledge on the retrieval‐directed function of note taking in prior knowledge activation
Background. Prior knowledge activation facilitates learning. Note taking during prior knowledge activation (i.e., note taking directed at retrieving information from memory) might facilitate the activation process by enabling learners to build an external representation of their prior knowledge. However, taking notes might be less effective in supporting prior knowledge activation if available prior knowledge is limited. Aims. This study investig…
Development of an instrument for measuring different types of cognitive load
Do Learners Really Know Best? Urban Legends in Education
This article takes a critical look at three pervasive urban legends in education about the nature of learners, learning, and teaching and looks at what educational and psychological research has to say about them. The three legends can be seen as variations on one central theme, namely, that it is the learner who knows best and that she or he should be the controlling force in her or his learning. The first legend is one of learners as digital na…
Towards an integrated model for developing sustainable assessment skills
One of the goals of current education is to ensure that graduates can act as independent lifelong learners. Graduates need to be able to assess their own learning and interpret assessment results. The central question in this article is how to acquire sustainable assessment skills, enabling students to assess their performance and learning throughout life, and preparing them to meet their own future learning needs. This article presents an integr…
Effects of pairs of problems and examples on task performance and different types of cognitive load
Psychology (51 obras) · Computer Science (41 obras) · Mathematics education (33 obras) · Cognition (27 obras) · Cognitive psychology (26 obras) · Visual and Cognitive Learning Processes (25 obras) · Cognitive Load (19 obras) · Pedagogy (19 obras) · Innovative Teaching and Learning Methods (17 obras) · Intelligent Tutoring Systems and Adaptive Learning (12 obras)