Dorothy Duchatelet
Biographic Data
| ID | 6799021 |
|---|---|
| NAME | Dorothy Duchatelet |
| GIVEN NAMES | Dorothy |
| FAMILY NAME | Duchatelet |
| SIGNATURE | DUCHATELET D |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0002-0934-4817 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 1 |
Enhancing teachers’ instruction on how to study
Teachers’ instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation be…
Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education
Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncov…
Fostering social persuasion as a source of self-efficacy in negotiating through simulation design
The current study followed the need for more research concerning the understanding of the relationship between simulation design and self-efficacy in negotiating development within role-play simulations of political decision-making. More specifically, the purpose of this study was to investigate the relationship of social persuasion as a source for self-efficacy in negotiating with simulation design elements. The research was conducted in a three…
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account
Assessment and evaluation of simulation-based learning in higher education and professional training
Assessing student learning during simulations in education
Simulations are complex learning environments, especially when they are designed such that student agency intensively shapes the simulation process. Investigating student learning during the simulation process requires a methodological approach that is able to take contextual influences and fluctuations of processes into account and produce rich, exhaustive descriptions of how student learning unfolds during a simulation. In this paper, we presen…
Explaining self-efficacy development in an authentic higher education learning context of role-play simulations
Beyond descriptions and good practices
The introduction of the symposium sets out a possible research agenda on producing systematic empirical evidence of the effect of active learning tools to the discipline of political science, inspired by and drawing from educational research. It discusses the core research questions of such an agenda. Do active learning environments enhance political science students’ learning outcomes? Does the introduction of active learning in political scienc…
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective lear…
Beyond descriptions and good practices
The introduction of the symposium sets out a possible research agenda on producing systematic empirical evidence of the effect of active learning tools to the discipline of political science, inspired by and drawing from educational research. It discusses the core research questions of such an agenda. Do active learning environments enhance political science students’ learning outcomes? Does the introduction of active learning in political scienc…
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective lear…
Student Diversity in a Cross-Continental EU-Simulation Exploring Variation in Affective Learning Outcomes Among Political Science Students
Current research struggles to illuminate significant learning outcomes of role-play simulations, such as Model European Union (MEU) and Model United Nations (MUN). In this study, we introduce a model for measuring simulation effects, distinguishing between cognitive, affective and regulative learning outcomes. In particular, we introduce the MISS-model (Motivation, Interest and Self-efficacy in Simulations), which enables measuring affective lear…
Beyond descriptions and good practices
The introduction of the symposium sets out a possible research agenda on producing systematic empirical evidence of the effect of active learning tools to the discipline of political science, inspired by and drawing from educational research. It discusses the core research questions of such an agenda. Do active learning environments enhance political science students’ learning outcomes? Does the introduction of active learning in political scienc…
Explaining self-efficacy development in an authentic higher education learning context of role-play simulations
Assessing students' self-efficacy for negotiating during a role-play simulation of political decision-making. Taking student characteristics and simulation features into account
Assessment and evaluation of simulation-based learning in higher education and professional training
Assessing student learning during simulations in education
Simulations are complex learning environments, especially when they are designed such that student agency intensively shapes the simulation process. Investigating student learning during the simulation process requires a methodological approach that is able to take contextual influences and fluctuations of processes into account and produce rich, exhaustive descriptions of how student learning unfolds during a simulation. In this paper, we presen…
Fostering social persuasion as a source of self-efficacy in negotiating through simulation design
The current study followed the need for more research concerning the understanding of the relationship between simulation design and self-efficacy in negotiating development within role-play simulations of political decision-making. More specifically, the purpose of this study was to investigate the relationship of social persuasion as a source for self-efficacy in negotiating with simulation design elements. The research was conducted in a three…
Enhancing teachers’ instruction on how to study
Teachers’ instructions on learning strategies play a key role on how students study. However, how the effectiveness of learning strategies can be matched to different types of knowledge in a diversity of subject content has remained unexplored. In the present study, we related the effectiveness of learning strategies to different types of knowledge through an umbrella review. Furthermore, using focus-groups interviews, we explored the relation be…
Features of Experiential Learning Environments in Relation to Generic Learning Outcomes in Higher Education
Background: Experiential learning environments are beneficial for the development of generic learning outcomes, such as critical thinking, communication, and self-regulation. However, research about the variation in experiential learning activities and their benefits is scattered across several bodies of discipline-specific literature. Purpose: The aim is to map the design elements of experiential learning environments across domains and to uncov…
Psychology (9 works) · Innovative Teaching Methodologies in Social Sciences (6 works) · Mathematics education (6 works) · Computer Science (5 works) · Political science (5 works) · Social Psychology (5 works) · Sociology (4 works) · Negotiation (3 works) · Online and Blended Learning (3 works) · Politics (3 works)