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. 

Members

• Katelijne Barbier: Cognitive strong students – Learning – Motivation - Primary and secondary education – Lesson study
• ​Vincent Donche: Learning patterns - Academic integration - Motivation – Higher education
• David Gijbels: Learning from students - Assessment - Higher education - Workplace learning
  
• ​​Bea Mertens: Learning - Motivation - Instruction style - Adult education - Mixed method research
  
• ​​Tine van Daal: Comparative judgement - Learning from comparison - (Peer) assessment - Validity - Learning analytics - Eye-tracking - Measuring learning processes
• ​Charlotte Van Tricht: Online measures of learning - Mixed-method research - Qualitative research - Feedback processing - Emotions - Self-efficacy
• Jonas Willems: Academic study success - Academic self-concept - Self-regulation - Transition to higher education
• ​Bo Matton: Online self-assessment feedback - Feedback processing - Motivation - SDT & ABC - Online intervention - Online measurement of learning processes

Spearhead(s)

• Charlotte Van Tricht