Hannie Gijlers
Biographic Data
| ID | 6509938 |
|---|---|
| NAME | Hannie Gijlers |
| GIVEN NAMES | Hannie |
| FAMILY NAME | Gijlers |
| SIGNATURE | GIJLERS H |
| AFFILIATIONS | University of Twente |
| ORCID | 0000-0003-2406-6541 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Modelling as expert-guidance during teacher practitioner research
Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers' research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers' research tasks; a research disposition was modelled by quest…
Learning from reviewing peers’ concept maps in an inquiry context
In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51)…
Longitudinal assessment of digital literacy in children
Supporting primary school teachers in differentiating in the regular classroom
Supporting primary school teachers in differentiating in the regular classroom
Longitudinal assessment of digital literacy in children
Learning from reviewing peers’ concept maps in an inquiry context
In peer assessment, both receiving feedback and giving feedback (reviewing peers’ products) have been found to be beneficial for learning. However, the different ways to give feedback and their influence on learning have not been studied enough. This experimental study compared giving feedback by writing comments and by grading, to determine which contributes more to the feedback providers’ learning. Secondary school students from Russia (n = 51)…
Modelling as expert-guidance during teacher practitioner research
Studies on teacher practitioner research suggest that experts can provide valuable guidance by modelling the research process within the school context. As it is unknown when and how modelling can promote teachers' research, the present study evaluated several modelling practices in four teacher teams (N = 38). Two facilitators modelled research skills before, during and after teachers' research tasks; a research disposition was modelled by quest…
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Computer Science (3 works) · Engineering (3 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics (2 works) · Peer feedback (2 works) · Student Assessment and Feedback (2 works) · Argumentation theory (1 work)