Learning in transition
Based on recent psychological and educational theoretical frameworks, the research line “Learning in Transition” aims to gain empirical insight into: (1) cognitive, regulatory, and affective aspects of learning in formal learning contexts and their interrelations at the level of learning strategies and patterns, (2) explaining individual differences in aspects of learning from person-related and contextual factors, (3) the development of aspects of learning in crucial transitions throughout the educational trajectory (both within and across different educational contexts), (4) methodological transitions in measuring learning. Particular attention is given to the integration of qualitative and quantitative research methods (mixed-method data analysis) and the analysis of longitudinal process models.
Ongoing research within this research line focuses, among other things, on differences in learning and motivation among adults in second-chance education, how students go through their decision-making process after secondary education, how students deal with feedback regarding study choice and its impact on their study trajectory in higher education, how students deal with feedback regarding social and academic integration in the first year of higher education and its impact on well-being and academic success, how learning based on information sharing via dashboards can be optimized, how collaborative learning among teachers in the context of professional development can be strengthened, and gaining insight into the quality of student learning using AI.
Members
Katelijne Barbier: Cognitively strong students – Learning – Motivation – Primary and secondary education – Lesson Study
Siem Buseyne: Educational technology – Learning analytics – Formal learning – Non-formal learning – Collaborative learning – Flow – Individual differences
Vincent Donche: Learning – Motivation – Academic integration – Feedback – (study) choice processes – Transition – Higher education
David Gijbels: Student learning – Assessment – Higher education – Workplace learning
Bo Matton: Online self-assessment feedback – Feedback processing – Motivation – SDT & ABC – Online intervention – Online measurement instruments for learning processes
Bea Mertens: Learning – Motivation – Adult education – Mixed-method research – Open science – Validity
Tine van Daal: Comparative judgment – Learning from comparison – (Peer) assessment – Validity – Learning analytics – Eye-tracking – Measuring learning processes
Casper Van Roey: Transition to higher education – (study) choice processes – Transition to the labor market – Validity – Higher education
Charlotte Van Tricht: Online measurement of learning – Mixed-method research – Qualitative research – Feedback processing – Emotions – Self-efficacy
Jonas Willems: Academic success – Academic self-concept – Self-regulation – Transition to higher education – Feedback processing
Roselyne Willems: Study choice processes – Transition to higher education – Feedback processing – Nudging – Eye-tracking
Spearhead(s)
- Charlotte Van Tricht
- Bo Matton