Herman Buelens - Academia.edu (original) (raw)
Papers by Herman Buelens
Aiming at educational innovation and optimalisation, the University of Leuven (K.U.Leuven) introd... more Aiming at educational innovation and optimalisation, the University of Leuven (K.U.Leuven) introduced a Virtual Learning Environment (VLE) in the summer of 2001. However, just implementing a VLE is not enough. To achieve an optimal use of it, the process must be supported at a centralized level (university-wide) on the one hand and at a decentralized level (the 14 faculties) on the other hand. Centrally, coordination and management is needed to integrate and overview local projects in each faculty. Decentrally, each faculty is in the best position to support the needed help concerning problems with the learning environment at the faculty. In this paper the support-strategy as it was set up by the faculty of economics and applied economics will be illustrated and proved by some realizations.
Problem solving and engeneering design: Introducing students to engeneering work in the first phase of the bachelor of engeneering at K.U. Leuven
Collaborative Learning: On-line Evaluating the Quality of Group Functioning
Educational pros en social psychological cons of small group projects
Not sure of the Publishers copyright policy to archiving your journal articles online? Use these ... more Not sure of the Publishers copyright policy to archiving your journal articles online? Use these sites to find a summary of permissions that are normally given as part of each publisher's copyright transfer agreement. ... Educational pros en social psychological cons of small group projects. ... Biennial conference of the European Association for Research on Learning and Instruction., 10, Padova, Italy. ... There are no files associated with this item. ... Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
Parallel to the regular coursework, all first year engineering students at K.U.Leuven take the pr... more Parallel to the regular coursework, all first year engineering students at K.U.Leuven take the project based course 'Problem Solving and Engineering Design' that introduces them into real engineering practice and teamwork. The concept of this course is to integrate basic principles of the regular scientific courses while working in small groups on design projects. Through the increasing complexity of the assignments, the students are gradually confronted with technical and social skills like information and simulation tools, experimental work, systematic approach to problem solving and engineering design, teamwork and communication skills, critical attitude and creativity. A lot of attention goes to the guidance of the students. The teamwork is facilitated by a tutor who has several responsibilities: answering content-related questions, guiding the problem solving process, providing information about the objectives and deliverables, giving feedback and assessing the students...
Group members' Cooperative Orientation and Academic Achievement as Determinants of Perceived Quality of Group Functioning
Abstract Assuming that learning within project groups requires both cognitive skills and a cooper... more Abstract Assuming that learning within project groups requires both cognitive skills and a cooperative orientation of the students involved it is hypothesized that groups describing themselves as' functional'consist of both more'higher achieving'students and more'cooperatively oriented'students as compared to groups describing themselves as' dysfunctional'. Based on questionnaire-responses, 14 groups of about 10 students each could be categorized as either'very functional','functional'and'dysfunctional'. As ...
Informatics in Education
This paper describes a didactical Computer Aided Software Engineering (CASE)-tool that was develo... more This paper describes a didactical Computer Aided Software Engineering (CASE)-tool that was developed for use within the context of a course in object-oriented domain modelling. In particular, the tool was designed to address several inconveniences that challenge the realisation of the course objectives: the number of students enrolled does not allow for individual feedback (a); students have little opportunity to build a concrete information system, therefore they fail to predict the consequences of the different choices when building a conceptual model (b); students lack examples and practice on how to convert a conceptual model into a concrete information system (c); at the beginning of the course students have very different levels of prior knowledge leading to major differences in motivation and learning outcomes (d), The tool was evaluated positively by the students and was shown to have a positive impact on the student's capabilities to construct object-oriented models. It...
Groepswerk ondersteund via ICT in hoger onderwijs
La consultation pédagogique au service des partenariats réflexifs et dialogiques
Studies on why and how to adopt inclusive approaches in design education usually focus on institu... more Studies on why and how to adopt inclusive approaches in design education usually focus on institutions or teachers that fully endorse the concept. Rarely, however, a voice is given to those offering resistance to teaching inclusive design. Nevertheless, insight in the arguments they put forward could be very helpful for policy makers, program directors and other actors to better understand such resistance. Gaining insight in these arguments was the very aim of the study reported here. It was conducted as part of a larger study that investigates whether and how inclusive design approaches can be integrated structurally and sustainably in all architecture programs offered in Flanders . Yet, the results may be transferable to other design disciplines and contexts as well.
In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in H... more In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR<br> ISBN 90-9016127-9
Recherche & formation, 2011
University assistants' conceptions of knowledge, learning and instruction
Research in Education, 2002
Conceptions of knowledge, learning and instruction are related to the way teachers design their l... more Conceptions of knowledge, learning and instruction are related to the way teachers design their learning environment, how they define their tasks and how they interact with students (Kember, 1997; Tillema, 1994, 1995). However, no research seems to take all three ...
This chapter demonstrates the influence of the socio-emotional quality of small-group functioning... more This chapter demonstrates the influence of the socio-emotional quality of small-group functioning in a collaborative learning setting. It reports a case study from a sophomores&amp;amp;amp;#x27; class at a Belgian university. The subjects were 142 undergraduates sub-divided into 12 project-groups of 12 students each. Following a description of the collaborative learning setting, a longitudinal survey study focusing upon the evolution of the learners&amp;amp;amp;#x27; perception of their own group&amp;amp;amp;#x27;s socio-emotional functioning is presented. The aims of the study were to ...
Peer assessment: A valuable tool to differentiate between student contributions to group work?
Pharmacy Education, 2006
ABSTRACT This paper aims to report experiences with peer assessment (PA) during the first year of... more ABSTRACT This paper aims to report experiences with peer assessment (PA) during the first year of operation in a pharmacy practice (PP) course. PA was carried out twice. The range and standard deviation of scores were larger during the second assessment, suggesting a more critical way of rating. This indicates that gaining experience with PA is a necessary condition for this tool to enable students to assess each other's contribution to group work. A significant correlation was observed between scores awarded by peers and external tutors, indicating that students assessed one another in the same way as external tutors. In conclusion, PA can be a valuable tool to differentiate between student contributions to group work if students are properly trained to conduct such an assessment. It is recommended that PA be integrated at an earlier stage of the curriculum to allow students to gain the required expertise.
Proceedings of …, 2009
Studies on why and how to adopt inclusive approaches in design education usually focus on institu... more Studies on why and how to adopt inclusive approaches in design education usually focus on institutions or teachers that fully endorse the concept. Rarely, however, a voice is given to those offering resistance to teaching inclusive design. Nevertheless, insight in the arguments they put forward could be very helpful for policy makers, program directors and other actors to better understand such resistance. Gaining insight in these arguments was the very aim of the study reported here. It was conducted as part of a larger study that investigates whether and how inclusive design approaches can be integrated structurally and sustainably in all architecture programs offered in Flanders . Yet, the results may be transferable to other design disciplines and contexts as well.
Medical Education, 2007
OBJECTIVES The quality of computer-mediated asynchronous group discussion in educational settings... more OBJECTIVES The quality of computer-mediated asynchronous group discussion in educational settings often has potential for improvement. To this end, 2 categories of recommendations can be found in the literature. Some authors advise providing didactic guidelines to students. Others recommend informing students about the basics of (formal) network etiquette (netiquette). This paper investigates whether the type of guideline provided has an effect on either or both the quality of asynchronous group discussion and the appraisal of participants in the context of a course in medical ethics.
The Janus Face of Power in Intergroup Contexts: A Further Exploration of the Noblesse Oblige Effect
The Journal of Social Psychology, 2006
The authors examined the impact of power on in-group bias by manipulating group members&a... more The authors examined the impact of power on in-group bias by manipulating group members&amp;amp;amp;amp;amp;#39; power over the in-group and power over the out-group as orthogonal factors. Each factor had 3 levels: 0%, 50%, and 100%. Participants were 216 male pupils (12-13 years old). Participants showed no in-group bias when they had 0% control over the in-group, strong in-group bias with 50% control, but less in-group bias with 100% control. Participants showed more in-group bias when they had 0% control over the out-group than when they had 50% or 100% control. The combination of these 2 main effects resulted in the noblesse oblige effect: Group members with complete control over both in-group and out-group expressed less in-group bias than did group members who shared control with an out-group.
Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case
International Journal for Academic Development, 2014
ABSTRACT In this paper, the authors describe the implementation process of a teaching portfolio a... more ABSTRACT In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders. Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that could help avoid compliance and resistance.
Aiming at educational innovation and optimalisation, the University of Leuven (K.U.Leuven) introd... more Aiming at educational innovation and optimalisation, the University of Leuven (K.U.Leuven) introduced a Virtual Learning Environment (VLE) in the summer of 2001. However, just implementing a VLE is not enough. To achieve an optimal use of it, the process must be supported at a centralized level (university-wide) on the one hand and at a decentralized level (the 14 faculties) on the other hand. Centrally, coordination and management is needed to integrate and overview local projects in each faculty. Decentrally, each faculty is in the best position to support the needed help concerning problems with the learning environment at the faculty. In this paper the support-strategy as it was set up by the faculty of economics and applied economics will be illustrated and proved by some realizations.
Problem solving and engeneering design: Introducing students to engeneering work in the first phase of the bachelor of engeneering at K.U. Leuven
Collaborative Learning: On-line Evaluating the Quality of Group Functioning
Educational pros en social psychological cons of small group projects
Not sure of the Publishers copyright policy to archiving your journal articles online? Use these ... more Not sure of the Publishers copyright policy to archiving your journal articles online? Use these sites to find a summary of permissions that are normally given as part of each publisher&#x27;s copyright transfer agreement. ... Educational pros en social psychological cons of small group projects. ... Biennial conference of the European Association for Research on Learning and Instruction., 10, Padova, Italy. ... There are no files associated with this item. ... Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.
Parallel to the regular coursework, all first year engineering students at K.U.Leuven take the pr... more Parallel to the regular coursework, all first year engineering students at K.U.Leuven take the project based course 'Problem Solving and Engineering Design' that introduces them into real engineering practice and teamwork. The concept of this course is to integrate basic principles of the regular scientific courses while working in small groups on design projects. Through the increasing complexity of the assignments, the students are gradually confronted with technical and social skills like information and simulation tools, experimental work, systematic approach to problem solving and engineering design, teamwork and communication skills, critical attitude and creativity. A lot of attention goes to the guidance of the students. The teamwork is facilitated by a tutor who has several responsibilities: answering content-related questions, guiding the problem solving process, providing information about the objectives and deliverables, giving feedback and assessing the students...
Group members' Cooperative Orientation and Academic Achievement as Determinants of Perceived Quality of Group Functioning
Abstract Assuming that learning within project groups requires both cognitive skills and a cooper... more Abstract Assuming that learning within project groups requires both cognitive skills and a cooperative orientation of the students involved it is hypothesized that groups describing themselves as&amp;amp;amp;#x27; functional&amp;amp;amp;#x27;consist of both more&amp;amp;amp;#x27;higher achieving&amp;amp;amp;#x27;students and more&amp;amp;amp;#x27;cooperatively oriented&amp;amp;amp;#x27;students as compared to groups describing themselves as&amp;amp;amp;#x27; dysfunctional&amp;amp;amp;#x27;. Based on questionnaire-responses, 14 groups of about 10 students each could be categorized as either&amp;amp;amp;#x27;very functional&amp;amp;amp;#x27;,&amp;amp;amp;#x27;functional&amp;amp;amp;#x27;and&amp;amp;amp;#x27;dysfunctional&amp;amp;amp;#x27;. As ...
Informatics in Education
This paper describes a didactical Computer Aided Software Engineering (CASE)-tool that was develo... more This paper describes a didactical Computer Aided Software Engineering (CASE)-tool that was developed for use within the context of a course in object-oriented domain modelling. In particular, the tool was designed to address several inconveniences that challenge the realisation of the course objectives: the number of students enrolled does not allow for individual feedback (a); students have little opportunity to build a concrete information system, therefore they fail to predict the consequences of the different choices when building a conceptual model (b); students lack examples and practice on how to convert a conceptual model into a concrete information system (c); at the beginning of the course students have very different levels of prior knowledge leading to major differences in motivation and learning outcomes (d), The tool was evaluated positively by the students and was shown to have a positive impact on the student's capabilities to construct object-oriented models. It...
Groepswerk ondersteund via ICT in hoger onderwijs
La consultation pédagogique au service des partenariats réflexifs et dialogiques
Studies on why and how to adopt inclusive approaches in design education usually focus on institu... more Studies on why and how to adopt inclusive approaches in design education usually focus on institutions or teachers that fully endorse the concept. Rarely, however, a voice is given to those offering resistance to teaching inclusive design. Nevertheless, insight in the arguments they put forward could be very helpful for policy makers, program directors and other actors to better understand such resistance. Gaining insight in these arguments was the very aim of the study reported here. It was conducted as part of a larger study that investigates whether and how inclusive design approaches can be integrated structurally and sustainably in all architecture programs offered in Flanders . Yet, the results may be transferable to other design disciplines and contexts as well.
In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in H... more In: A.J. Kallenberg and M.J.J.M. van de Ven (Eds), 2002, The New Educational Benefits of ICT in Higher Education: Proceedings. Rotterdam: Erasmus Plus BV, OECR<br> ISBN 90-9016127-9
Recherche & formation, 2011
University assistants' conceptions of knowledge, learning and instruction
Research in Education, 2002
Conceptions of knowledge, learning and instruction are related to the way teachers design their l... more Conceptions of knowledge, learning and instruction are related to the way teachers design their learning environment, how they define their tasks and how they interact with students (Kember, 1997; Tillema, 1994, 1995). However, no research seems to take all three ...
This chapter demonstrates the influence of the socio-emotional quality of small-group functioning... more This chapter demonstrates the influence of the socio-emotional quality of small-group functioning in a collaborative learning setting. It reports a case study from a sophomores&amp;amp;amp;#x27; class at a Belgian university. The subjects were 142 undergraduates sub-divided into 12 project-groups of 12 students each. Following a description of the collaborative learning setting, a longitudinal survey study focusing upon the evolution of the learners&amp;amp;amp;#x27; perception of their own group&amp;amp;amp;#x27;s socio-emotional functioning is presented. The aims of the study were to ...
Peer assessment: A valuable tool to differentiate between student contributions to group work?
Pharmacy Education, 2006
ABSTRACT This paper aims to report experiences with peer assessment (PA) during the first year of... more ABSTRACT This paper aims to report experiences with peer assessment (PA) during the first year of operation in a pharmacy practice (PP) course. PA was carried out twice. The range and standard deviation of scores were larger during the second assessment, suggesting a more critical way of rating. This indicates that gaining experience with PA is a necessary condition for this tool to enable students to assess each other's contribution to group work. A significant correlation was observed between scores awarded by peers and external tutors, indicating that students assessed one another in the same way as external tutors. In conclusion, PA can be a valuable tool to differentiate between student contributions to group work if students are properly trained to conduct such an assessment. It is recommended that PA be integrated at an earlier stage of the curriculum to allow students to gain the required expertise.
Proceedings of …, 2009
Studies on why and how to adopt inclusive approaches in design education usually focus on institu... more Studies on why and how to adopt inclusive approaches in design education usually focus on institutions or teachers that fully endorse the concept. Rarely, however, a voice is given to those offering resistance to teaching inclusive design. Nevertheless, insight in the arguments they put forward could be very helpful for policy makers, program directors and other actors to better understand such resistance. Gaining insight in these arguments was the very aim of the study reported here. It was conducted as part of a larger study that investigates whether and how inclusive design approaches can be integrated structurally and sustainably in all architecture programs offered in Flanders . Yet, the results may be transferable to other design disciplines and contexts as well.
Medical Education, 2007
OBJECTIVES The quality of computer-mediated asynchronous group discussion in educational settings... more OBJECTIVES The quality of computer-mediated asynchronous group discussion in educational settings often has potential for improvement. To this end, 2 categories of recommendations can be found in the literature. Some authors advise providing didactic guidelines to students. Others recommend informing students about the basics of (formal) network etiquette (netiquette). This paper investigates whether the type of guideline provided has an effect on either or both the quality of asynchronous group discussion and the appraisal of participants in the context of a course in medical ethics.
The Janus Face of Power in Intergroup Contexts: A Further Exploration of the Noblesse Oblige Effect
The Journal of Social Psychology, 2006
The authors examined the impact of power on in-group bias by manipulating group members&a... more The authors examined the impact of power on in-group bias by manipulating group members&amp;amp;amp;amp;amp;#39; power over the in-group and power over the out-group as orthogonal factors. Each factor had 3 levels: 0%, 50%, and 100%. Participants were 216 male pupils (12-13 years old). Participants showed no in-group bias when they had 0% control over the in-group, strong in-group bias with 50% control, but less in-group bias with 100% control. Participants showed more in-group bias when they had 0% control over the out-group than when they had 50% or 100% control. The combination of these 2 main effects resulted in the noblesse oblige effect: Group members with complete control over both in-group and out-group expressed less in-group bias than did group members who shared control with an out-group.
Avoiding compliance and resistance through collaboration? A Belgian teaching portfolio case
International Journal for Academic Development, 2014
ABSTRACT In this paper, the authors describe the implementation process of a teaching portfolio a... more ABSTRACT In this paper, the authors describe the implementation process of a teaching portfolio at a Belgian university. The case is intriguing because it departs substantially from what others have described as the typical antagonistic way in which academic developers interact with formal leaders. Rather than being caught in an edgy game of compliance and resistance, the actors present themselves as partners in a collaborative process throughout three consecutive phases. To interpret this process, reference is made to a collaborative framework from a social psychology perspective that could help avoid compliance and resistance.