Margaretha W J van de Wiel
Biographic Data
| ID | 5707640 |
|---|---|
| NAME | Margaretha W J van de Wiel |
| GIVEN NAMES | Margaretha W J |
| FAMILY NAME | van de Wiel |
| SIGNATURE | VAN DE WIEL M W J |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0002-0785-7205 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Teacher professional learning and development in the context of educational innovations in higher education
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by desc…
The effect of guiding questions on students' performance and attitude towards statistics
Background. In this study, the effect of guidance on students' performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self-explanations.Aim. The goal of this study was to investigate the effect of guiding questions on students' understanding of statistics.Sample and Method. In an experimental setting, two randomly selected groups of students (N= 49) answered achievement…
The effect of directive tutor guidance on students' conceptual understanding of statistics in problem‐based learning
Background. Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error‐free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. Aims. The intervention in this study wa…
Example-based learning
Background. Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study.Aims. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in rel…
The effect of guiding questions on students' performance and attitude towards statistics
Background. In this study, the effect of guidance on students' performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self-explanations.Aim. The goal of this study was to investigate the effect of guiding questions on students' understanding of statistics.Sample and Method. In an experimental setting, two randomly selected groups of students (N= 49) answered achievement…
Example-based learning
Background. Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study.Aims. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in rel…
Example-based learning
Background. Worked examples are very effective for novice learners. They typically present a written-out ideal (didactical) solution for learners to study.Aims. This study used worked examples of patient history taking in physiotherapy that presented a non-didactical solution (i.e., based on actual performance). The effects of model expertise (i.e., worked example based on advanced, third-year student model or expert physiotherapist model) in rel…
The effect of directive tutor guidance on students' conceptual understanding of statistics in problem‐based learning
Background. Education is aimed at students reaching conceptual understanding of the subject matter, because this leads to better performance and application of knowledge. Conceptual understanding depends on coherent and error‐free knowledge structures. The construction of such knowledge structures can only be accomplished through active learning and when new knowledge can be integrated into prior knowledge. Aims. The intervention in this study wa…
The effect of guiding questions on students' performance and attitude towards statistics
Background. In this study, the effect of guidance on students' performance was investigated. This effect was hypothesized to be manifested through a reduction of cognitive load and enhancement of self-explanations.Aim. The goal of this study was to investigate the effect of guiding questions on students' understanding of statistics.Sample and Method. In an experimental setting, two randomly selected groups of students (N= 49) answered achievement…
Teacher professional learning and development in the context of educational innovations in higher education
Higher education (HE) is engaged in a variety of educational innovations, as well as professional development initiatives (PDIs) to support teachers in attaining the required expertise. To improve teacher professional learning and development (PLD) and innovation processes, it is important to understand whether, how and why different PLD practices work for different innovations, contexts and populations. However, research is characterized by desc…
Mathematics education (4 works) · Psychology (4 works) · Computer Science (3 works) · Cognition (2 works) · Intervention (counseling) (2 works) · Mathematics Education and Teaching Techniques (2 works) · Pedagogy (2 works) · Statistics Education and Methodologies (2 works) · Academic achievement (1 works) · Artificial Intelligence (1 works)