Learning in transition

Based on recent research in cognitive psychology, motivation psychology and educational sciences, the central point ‘Learning in Transition’ aims to gain new insights into:

  1. Cognitive, regulative and affective aspects of learning in formal learning contexts and their interrelatedness on the level of learning strategies and learning patterns,
  2. Individual differences in aspects of learning and explaining these differences by investigating both student and contextual characteristics,
  3. The development of aspects of learning in crucial transitions within and across educational contexts,
  4. Methodological transitions in measuring individual learning. More specifically, we aim to focus on the integration of qualitative and quantitative research methods (mixed method data analysis) and longitudinal data analysis in this field. 

Recent publications

Lesterhuis, M., Donche, V., de Maeyer, S., Van Daal, T., Van Gasse, R.,Coertjens, L., Verhavert, S., Mortier, A., Coenen, T., Vlerick, P., Vanhoof, J., & Van Petegem, P. (2015). Competenties kwaliteitsvol beoordelen : brengt een comparatieve aanpak soelaas? Tijdschrift voor Hoger Onderwijs, 33, 55-67.

Gijbels, D., Donche, V., Richardson, J., & Vermunt, J. (2014). Learning patterns in higher education : dimensions and research perspectives. New Perspectives on Learning and Instruction. London : Routledge. 

Van Daal, T., Donche, V., & de Maeyer, S. (2013). The impact of personality, goal orientation and self-efficacy on participation of high school teachers in learning activities in the workplace. Vocations and learning. Published online first.