Jorrick Beckers
Biographic Data
| ID | 6771336 |
|---|---|
| NAME | Jorrick Beckers |
| GIVEN NAMES | Jorrick |
| FAMILY NAME | Beckers |
| SIGNATURE | BECKERS J |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0003-4066-3872 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The biotope of online group learning
During online group learning, students constantly encounter socio-emotional challenges that can trigger negative social emotions. These emotions weaken their psychological safety, disrupt communication, strain peer relationships, and ultimately lower productivity and contribution to group tasks. As a result, their attitude towards group learning may suffer. Emotion regulation is essential to mitigate the negative effects of socio-emotional challe…
What Lies Beneath
Auditing procedures aim to improve educational quality in vocational education and training. Auditing approaches often focus on checking for compliance to rules and standards. Through dialogue, development-oriented audits are thought to inspire soft-control, a form of control that aims to address what is beneath the surface of mere compliance. These kinds of audits offer opportunities to demonstrate ethical leadership as part of an ethical cultur…
Easing the transition
Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…
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…
Perflect
E-Portfolios enhancing students’ self-directed learning
e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conduc…
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E-Portfolios enhancing students’ self-directed learning
e-Portfolios have become increasingly popular among educators as learning tools. Some research even shows that e-portfolios can be utilised to facilitate the development of skills for self-directed learning. Such skills include self-assessment of performance, formulation of learning goals, and selection of future tasks. However, it is not yet clear under which conditions e-portfolios optimally facilitate the development of these skills. We conduc…
Perflect
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…
Easing the transition
Introduction The transition from primary to secondary school is a period that can affect students negatively, with regular drops in academic achievement observed. Training students’ self-regulated learning skills might help prevent some of the negative outcomes associated with the transition. We investigate Talent Talk and Talent Lesson interventions, which aim to improve students’ metacognitive and affective self-regulation through enhancement o…
What Lies Beneath
Auditing procedures aim to improve educational quality in vocational education and training. Auditing approaches often focus on checking for compliance to rules and standards. Through dialogue, development-oriented audits are thought to inspire soft-control, a form of control that aims to address what is beneath the surface of mere compliance. These kinds of audits offer opportunities to demonstrate ethical leadership as part of an ethical cultur…
The biotope of online group learning
During online group learning, students constantly encounter socio-emotional challenges that can trigger negative social emotions. These emotions weaken their psychological safety, disrupt communication, strain peer relationships, and ultimately lower productivity and contribution to group tasks. As a result, their attitude towards group learning may suffer. Emotion regulation is essential to mitigate the negative effects of socio-emotional challe…
Psychology (5 works) · Innovative Teaching and Learning Methods (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Mathematics education (3 works) · Social Psychology (3 works) · Vocational education (3 works) · Autodidacticism (2 works) · Engineering (2 works) · Medical education (2 works)