Francois Molin
Biographic Data
| ID | 9279958 |
|---|---|
| NAME | Francois Molin |
| GIVEN NAMES | Francois |
| FAMILY NAME | Molin |
| SIGNATURE | MOLIN F |
| AFFILIATIONS | Maastricht University |
| ORCID | 0000-0001-9566-6283 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Peer feedback modelling needs in online higher education
Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course,…
A conceptual framework to understand learning through formative assessments with student response systems
The aim of this study is to develop a conceptual framework to identify relationships between factors that may be responsible for influencing metacognition when students are formatively assessed using educational technology such as student response systems. We describe and bridge the monitor and control model of Nelson and Narens (1990) and the cue utilization framework of Koriat (1997), which we complement with aspects from digital formative asse…
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms
In this paper we study if feedback strategies during formative assessment with polling technology have an impact on learning gains. We conduct a randomized experiment in physics class in upper secondary education with the web-based polling system Socrative comparing three conditions. In the cooperative condition students receive a combination of peer discussion and teacher feedback, while in the individual condition they receive only teacher feed…
The effect of feedback on metacognition - A randomized experiment using polling technology
This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, whil…
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The effect of feedback on metacognition - A randomized experiment using polling technology
This study explores the effects of formative feedback on students' metacognitive skills when using feedback strategies with polling technology. Using a randomized field experiment among 633 physics students in six schools in Dutch secondary education, we study assessments with the polling technology Socrative, by dividing students into three groups. Students in the cooperative group use a combination of peer discussions and teacher feedback, whil…
Do feedback strategies improve students’ learning gain?-Results of a randomized experiment using polling technology in physics classrooms
In this paper we study if feedback strategies during formative assessment with polling technology have an impact on learning gains. We conduct a randomized experiment in physics class in upper secondary education with the web-based polling system Socrative comparing three conditions. In the cooperative condition students receive a combination of peer discussion and teacher feedback, while in the individual condition they receive only teacher feed…
A conceptual framework to understand learning through formative assessments with student response systems
The aim of this study is to develop a conceptual framework to identify relationships between factors that may be responsible for influencing metacognition when students are formatively assessed using educational technology such as student response systems. We describe and bridge the monitor and control model of Nelson and Narens (1990) and the cue utilization framework of Koriat (1997), which we complement with aspects from digital formative asse…
Peer feedback modelling needs in online higher education
Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course,…
Computer Science (4 works) · Mathematics education (4 works) · Psychology (4 works) · Formative assessment (3 works) · Innovative Teaching and Learning Methods (3 works) · Peer feedback (3 works) · Student Assessment and Feedback (3 works) · Cognition (2 works) · Innovative Teaching Methods (2 works) · Metacognition (2 works)