Slaviša Radović
Biographic Data
| ID | 3941394 |
|---|---|
| NAME | Slaviša Radović |
| GIVEN NAMES | Slaviša |
| FAMILY NAME | Radović |
| SIGNATURE | RADOVIĆ S |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0001-8840-6053 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 11 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Training in-service subject teachers to implement formative assessment through action research
Formative assessment is widely accepted as an essential strategy that teachers of all levels should know and use. At the secondary education level, a crucial stage in learner development, teachers are expected to actively incorporate formative assessment strategies into their subject-specific teaching and to create learning environments that consider both the teaching methods and the specific content being taught. This study reports findings from…
Implementing the self-regulated learning structured interview protocol with generative AI
In recent years, self-report questionnaires and unobtrusive measures of self-regulated learning (SRL) based on digital trace data have been widely used to evaluate students’ SRL skills. However, researchers acknowledged significant limitations in these methods: while students often refuse to fill item-intensive questionnaires, digital trace data often lack the granularity and contextualization required to capture and explain the complexity of lea…
Uncovering variations in learning behaviors and cognitive engagement among students with diverse learning goals and outcomes
The recent surge in the use of learning analytics in education has led to the development of more adaptive and personalized learning environments (APLE). A key feature of APLE is its capability to support learning tailored to various student needs and goals. Although educational studies emphasize goal setting as essential for effective student learning and self-regulation, current empirical research on APLE lacks clarity on how different learning…
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas. This study investigated the effectiveness of formative assessment strategies in supporting the development of students' emotional and motivational capacities, resilience, self‐ef…
Investigating the effects of different levels of students' regulation support on learning process and outcome
Students in higher education who actively manage and control their own learning processes have better learning outcomes, more efficient learning progress, and other non-academic benefits than those who do not. However, students often have poor self-regulation practices, lack reflective thinking, and fail to monitor their learning against defined goals. Therefore, a variety of advanced learning technologies and features have been developed to supp…
Analysing students' self‐assessment practice in a distance education environment
The mARC instructional design model for more experiential learning in higher education
The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re– and de–contextualisation (both directions of Kolb's learning cycle). This article ai…
The case of socially constructed knowledge through online collaborative reflection
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sci…
Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic
The Challenge of Designing ‘More’ Experiential Learning in Higher Education Programs in the Field of Teacher Education
Strengthening the ties between theory and practice in higher education
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluat…
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Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic
The Challenge of Designing ‘More’ Experiential Learning in Higher Education Programs in the Field of Teacher Education
Strengthening the ties between theory and practice in higher education
Although many attempts have been made to clarify how academic knowledge can be used in practice, there are not many empirical results that shed light on the process of developing academic knowledge from practical experience. The aim of this study is to examine to what extent an authentic learning environment supports master students in both processes of re and de-contextualisation. We used a qualitative and quantitative research method to evaluat…
The mARC instructional design model for more experiential learning in higher education
The concept of lifelong learning is becoming increasingly important in contemporary educational research and development. Although the relationship between experience (practice) and knowledge (theory) becoming an important aspect of the formal learning process, current instructional design models do not point to educational strategies that support learners in re– and de–contextualisation (both directions of Kolb's learning cycle). This article ai…
The case of socially constructed knowledge through online collaborative reflection
Although reflection has been characterised as a personal process, increased attention has been given to how the social context can enhance it. The present article examines how different levels of collaborative reflection influence learning processes and outcomes in higher education. We used a triangulation of quantitative and qualitative research methods to answer our research questions about this relation.Within the context of an Educational Sci…
Investigating the effects of different levels of students' regulation support on learning process and outcome
Students in higher education who actively manage and control their own learning processes have better learning outcomes, more efficient learning progress, and other non-academic benefits than those who do not. However, students often have poor self-regulation practices, lack reflective thinking, and fail to monitor their learning against defined goals. Therefore, a variety of advanced learning technologies and features have been developed to supp…
Analysing students' self‐assessment practice in a distance education environment
Training in-service subject teachers to implement formative assessment through action research
Formative assessment is widely accepted as an essential strategy that teachers of all levels should know and use. At the secondary education level, a crucial stage in learner development, teachers are expected to actively incorporate formative assessment strategies into their subject-specific teaching and to create learning environments that consider both the teaching methods and the specific content being taught. This study reports findings from…
Implementing the self-regulated learning structured interview protocol with generative AI
In recent years, self-report questionnaires and unobtrusive measures of self-regulated learning (SRL) based on digital trace data have been widely used to evaluate students’ SRL skills. However, researchers acknowledged significant limitations in these methods: while students often refuse to fill item-intensive questionnaires, digital trace data often lack the granularity and contextualization required to capture and explain the complexity of lea…
Uncovering variations in learning behaviors and cognitive engagement among students with diverse learning goals and outcomes
The recent surge in the use of learning analytics in education has led to the development of more adaptive and personalized learning environments (APLE). A key feature of APLE is its capability to support learning tailored to various student needs and goals. Although educational studies emphasize goal setting as essential for effective student learning and self-regulation, current empirical research on APLE lacks clarity on how different learning…
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
The assessment of student learning represents a key component of daily instructional practice. Formative assessment strategies are associated with the development and reinforcement of a series of skills linked to cognitive, metacognitive, behavioural and affective areas. This study investigated the effectiveness of formative assessment strategies in supporting the development of students' emotional and motivational capacities, resilience, self‐ef…
Psychology (8 works) · Computer Science (7 works) · Mathematics education (7 works) · Innovative Teaching and Learning Methods (5 works) · Reflective Practices in Education (5 works) · Pedagogy (4 works) · Artificial Intelligence (3 works) · Experiential learning (3 works) · Formative assessment (3 works) · Medical education (3 works)