Gerry Geitz | NHL Stenden University (original) (raw)
Conference Presentations by Gerry Geitz
Self-efficacy, Goal Orientation and Learning Behavior in PBL-groups in Higher Education
Self-efficacy, Goal Orientation and Learning Behavior in PBL-groups in Higher Education
Changing Learning Behavior: Self-efficacy and Goal Orientation in PBL Groups in Higher Education ... more Changing Learning Behavior:
Self-efficacy and Goal Orientation in PBL Groups in Higher Education for Management Learning
The Influence of Self-efficacy and Goal Orientation on Learning Behavior: The Intervening Role of... more The Influence of Self-efficacy and Goal Orientation on Learning Behavior: The Intervening Role of Feedback
Papers by Gerry Geitz
International Journal of Educational Research, 2016
Learning Environments Research
Feedback has been shown to substantially influence students’ learning. However, not everything ch... more Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importan...
Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. (2013). The Influence of Self-efficacy and Goa... more Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. (2013). The Influence of Self-efficacy and Goal Orientation on Learning Behavior: The Intervening Role of Feedback. Paper bij de masterclass ‘Hoe balanceer je formatief en summatief toetsen?’ [How to balance formative and summative assessment?], Heerlen, The Netherlands.
Journal of Teaching in International Business, 2015
International Journal of Educational Research, 2016
The Qualitative Report, 2016
Feedback has been shown to substantially influence students' learning. However, not everythin... more Feedback has been shown to substantially influence students' learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors' and students' specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value ...
Societal developments necessitate the continuing development of higher education, as labor market... more Societal developments necessitate the continuing development of higher education, as labor markets are in full swing and professions are shifting in orientation or sometimes disappear completely. Therefore, a concomitant goal of higher education should be to help students develop metacognitive skills and domain-specific knowledge and skills. For many years, competence-based education and problem-based learning have dominated higher education. In this article, an overview of the principles and development of these concepts is given. Subsequently, based on self-regulation theory, approaches to learning and the demands of our society to learn how to face wicked problems, a sustainable approach to teaching and learning are outlined in this conceptual article. The multiple layers from which a sustainable learning environment should be built provide guidance for instructors during the design of their educational practice. Practical implications for educators to approach the transition to sustainable learning environments are given in the form of questions that can shape the dialogue on sustainable education.
Feedback has been shown to substantially influence students’ learning. However, not everything ch... more Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importance of feedback.
This study investigated to what extent self-efficacy, learning behavior, and performance outcomes... more This study investigated to what extent self-efficacy, learning behavior, and performance outcomes relate to each other and how they can be positively influenced by students asking for and seeking feedback within a problem-based learning (PBL) environment in order to meet today's requirements of marketing graduates. An experimental pre-test–post-test nonequivalent group design intervention study was carried out with first-year marketing students. The predicted relation between self-efficacy, learning behavior, and performance outcomes was confirmed. Self-efficacy was found to positively influence performance outcomes, whereas surface learning was found to negatively influence performance outcomes. Regression analysis showed that self-efficacy was a significant predictor of deep learning. Significant increases of self-efficacy and surface learning were found in the group as a whole and in the control group. In the experimental group, deep learning was maintained on an individual level. Critical thinking, problem solving, linking concepts, transfer of knowledge, and metacognitive skills are all essential skills for today's marketing student. To educate students properly in these skills, it is important that influencing variables, such as self-efficacy and learning behavior, are taken into account. Learning environments such as PBL might contribute to enhance self-efficacy and a concomitant deep learning behavior.
Relations between and changeability of goal orientation and learning behavior have been studied i... more Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable feedback implies acknowledgment of students’ need to be actively involved in their own feedback process. First, relations between and changeability of the concepts found in previous research were validated. Second, the effects of the sustainable feedback intervention were analyzed. Although sustainable feedback helped mastery-oriented learners maintain deep learning, it did not directly influence their goal orientations.
Self-efficacy and goal orientation are important variables which affect student learning behaviou... more Self-efficacy and goal orientation are important variables which affect student learning behaviour. To investigate the relationship between these variables and their effect on learning behaviour over time, a pretest–posttest non-equivalent group design with three repeated measures was used. During an 8-week period, student self-efficacy, goal orientation, and learning behaviour were measured using validated questionnaires among first-year higher education, mixed-nationality (Dutch and German) students in a problem- based learning context. Goal orientations were significantly related to deep learning, and self-efficacy was significantly related to a specific goal orientation, namely the mastery- approach. Mastery goal orientations decreased over time, while the surface learning behaviour increased. Significant differences were found between nationalities with respect to learning behaviour and goal orientation.
Learning Inquisitiveness, 2016
The international mobility of students has increased steadily over the last few decades and this ... more The international mobility of students has increased steadily over the last few decades and this is not expected to stop in the foreseeable future. This creates two particular challenges for Higher Education Institutes: on the one hand they need to provide international students with an appropriate learning environment and on the other hand to ensure that local students can avail themselves of all the possibilities of such an international learning environment.
Problem Based Learning (PBL) and internationalisation are able to contribute to the learning of students in such a way as to prepare them for a fast changing globalised society in which to live and work. Stenden University of Applied Sciences has a student population that is significantly diverse in terms of nationality, more than 25% of the students are from outside the Netherlands. Its International Branch Campuses are similarly diverse.
In this paper the authors describe the challenges and the opportunities that are provided by this international problem based learning environment. These include the impact of cultural diversity on collaborative learning and learning styles, and the implementation of PBL in an international context. In conclusion the authors make recommendations for future research with one clear goal in mind: The improvement of the learning environment in such a way as to enhance the growth of students into global professionals.
Books by Gerry Geitz
This book provides insight into an ambitious project to re-invent the educational method practice... more This book provides insight into an ambitious project to re-invent the educational method practiced at our institution. The predecessors used different approaches to the delivery of education. One of them used Competency-Based Education, whilst the other practiced Problem-Based Learning. The choice to combine the advantages of both methods, as well as to develop an entirely new concept that provided a better response to the fast and ever-increasing pace of changes in the workplace, was made by both institutions together. This approach was called Design-Based Education (DBE).
Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform.
DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.
Self-efficacy, Goal Orientation and Learning Behavior in PBL-groups in Higher Education
Self-efficacy, Goal Orientation and Learning Behavior in PBL-groups in Higher Education
Changing Learning Behavior: Self-efficacy and Goal Orientation in PBL Groups in Higher Education ... more Changing Learning Behavior:
Self-efficacy and Goal Orientation in PBL Groups in Higher Education for Management Learning
The Influence of Self-efficacy and Goal Orientation on Learning Behavior: The Intervening Role of... more The Influence of Self-efficacy and Goal Orientation on Learning Behavior: The Intervening Role of Feedback
International Journal of Educational Research, 2016
Learning Environments Research
Feedback has been shown to substantially influence students’ learning. However, not everything ch... more Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importan...
Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. (2013). The Influence of Self-efficacy and Goa... more Geitz, G., Joosten-ten Brinke, D., & Kirschner, P. (2013). The Influence of Self-efficacy and Goal Orientation on Learning Behavior: The Intervening Role of Feedback. Paper bij de masterclass ‘Hoe balanceer je formatief en summatief toetsen?’ [How to balance formative and summative assessment?], Heerlen, The Netherlands.
Journal of Teaching in International Business, 2015
International Journal of Educational Research, 2016
The Qualitative Report, 2016
Feedback has been shown to substantially influence students' learning. However, not everythin... more Feedback has been shown to substantially influence students' learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors' and students' specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value ...
Societal developments necessitate the continuing development of higher education, as labor market... more Societal developments necessitate the continuing development of higher education, as labor markets are in full swing and professions are shifting in orientation or sometimes disappear completely. Therefore, a concomitant goal of higher education should be to help students develop metacognitive skills and domain-specific knowledge and skills. For many years, competence-based education and problem-based learning have dominated higher education. In this article, an overview of the principles and development of these concepts is given. Subsequently, based on self-regulation theory, approaches to learning and the demands of our society to learn how to face wicked problems, a sustainable approach to teaching and learning are outlined in this conceptual article. The multiple layers from which a sustainable learning environment should be built provide guidance for instructors during the design of their educational practice. Practical implications for educators to approach the transition to sustainable learning environments are given in the form of questions that can shape the dialogue on sustainable education.
Feedback has been shown to substantially influence students’ learning. However, not everything ch... more Feedback has been shown to substantially influence students’ learning. However, not everything characterized as feedback is effective. Sustainable feedback places students in an active role in which they generate and use feedback from peers, self or others and aims at developing lifelong learning skills. First-year higher education students and tutors received sustainable feedback during their problem-based learning. To gain insights into how they perceived the sustainable feedback, students were probed via structured, open-ended questionnaires. While all participants positively valued the feedback, their personal characteristics, previous experience with feedback and concomitant perceptions appeared to have greatly influenced both tutors’ and students’ specific, individual behavior and responses. Conclusion is that sustainable feedback requires an evolving role of students and tutors with respect to sharing their perceptions of what feedback is, understanding the value and importance of feedback.
This study investigated to what extent self-efficacy, learning behavior, and performance outcomes... more This study investigated to what extent self-efficacy, learning behavior, and performance outcomes relate to each other and how they can be positively influenced by students asking for and seeking feedback within a problem-based learning (PBL) environment in order to meet today's requirements of marketing graduates. An experimental pre-test–post-test nonequivalent group design intervention study was carried out with first-year marketing students. The predicted relation between self-efficacy, learning behavior, and performance outcomes was confirmed. Self-efficacy was found to positively influence performance outcomes, whereas surface learning was found to negatively influence performance outcomes. Regression analysis showed that self-efficacy was a significant predictor of deep learning. Significant increases of self-efficacy and surface learning were found in the group as a whole and in the control group. In the experimental group, deep learning was maintained on an individual level. Critical thinking, problem solving, linking concepts, transfer of knowledge, and metacognitive skills are all essential skills for today's marketing student. To educate students properly in these skills, it is important that influencing variables, such as self-efficacy and learning behavior, are taken into account. Learning environments such as PBL might contribute to enhance self-efficacy and a concomitant deep learning behavior.
Relations between and changeability of goal orientation and learning behavior have been studied i... more Relations between and changeability of goal orientation and learning behavior have been studied in several domains and contexts. To alter the adopted goal orientation into a mastery orientation and increase a concomitant deep learning in international business students, a sustainable feedback intervention study was carried out. Sustainable feedback implies acknowledgment of students’ need to be actively involved in their own feedback process. First, relations between and changeability of the concepts found in previous research were validated. Second, the effects of the sustainable feedback intervention were analyzed. Although sustainable feedback helped mastery-oriented learners maintain deep learning, it did not directly influence their goal orientations.
Self-efficacy and goal orientation are important variables which affect student learning behaviou... more Self-efficacy and goal orientation are important variables which affect student learning behaviour. To investigate the relationship between these variables and their effect on learning behaviour over time, a pretest–posttest non-equivalent group design with three repeated measures was used. During an 8-week period, student self-efficacy, goal orientation, and learning behaviour were measured using validated questionnaires among first-year higher education, mixed-nationality (Dutch and German) students in a problem- based learning context. Goal orientations were significantly related to deep learning, and self-efficacy was significantly related to a specific goal orientation, namely the mastery- approach. Mastery goal orientations decreased over time, while the surface learning behaviour increased. Significant differences were found between nationalities with respect to learning behaviour and goal orientation.
Learning Inquisitiveness, 2016
The international mobility of students has increased steadily over the last few decades and this ... more The international mobility of students has increased steadily over the last few decades and this is not expected to stop in the foreseeable future. This creates two particular challenges for Higher Education Institutes: on the one hand they need to provide international students with an appropriate learning environment and on the other hand to ensure that local students can avail themselves of all the possibilities of such an international learning environment.
Problem Based Learning (PBL) and internationalisation are able to contribute to the learning of students in such a way as to prepare them for a fast changing globalised society in which to live and work. Stenden University of Applied Sciences has a student population that is significantly diverse in terms of nationality, more than 25% of the students are from outside the Netherlands. Its International Branch Campuses are similarly diverse.
In this paper the authors describe the challenges and the opportunities that are provided by this international problem based learning environment. These include the impact of cultural diversity on collaborative learning and learning styles, and the implementation of PBL in an international context. In conclusion the authors make recommendations for future research with one clear goal in mind: The improvement of the learning environment in such a way as to enhance the growth of students into global professionals.
This book provides insight into an ambitious project to re-invent the educational method practice... more This book provides insight into an ambitious project to re-invent the educational method practiced at our institution. The predecessors used different approaches to the delivery of education. One of them used Competency-Based Education, whilst the other practiced Problem-Based Learning. The choice to combine the advantages of both methods, as well as to develop an entirely new concept that provided a better response to the fast and ever-increasing pace of changes in the workplace, was made by both institutions together. This approach was called Design-Based Education (DBE).
Given the significant changes required of stakeholders to facilitate learning according to the new DBE approach, it is important to take stock of what these changes mean in terms of teaching and learning and to ascertain from early steps how everybody can stay, or step, on board. The ultimate litmus test for this new method is of course how our graduates perform.
DBE has its origins in Design Thinking and blends this with problem-based and competence-based learning as practiced at the predecessor institutes of NHL Sten den UAS. The aim of the multi-layered DBE concept is to create sustainable education with an environment where effective, efficient, and ambitious learning processes are stimulated that challenge our students to develop their talents and create unique profiles. The concept of DBE not only stimulates our students to learn, but also empowers our lecturers and the associated professional field to combine with them in a trialogic learning process creating social value, the development of metacognitive skills, and multidisciplinary collaboration and knowledge.
The authors discuss why PBL in intercultural groups can contribute to students’ development of In... more The authors discuss why PBL in intercultural groups can contribute to
students’ development of Intercultural Competence. They describe how
PBL is organised and implemented in the international programmes of the
School of Commerce, and in how far this contributes to students’
Intercultural Competence development. Based on their own research and
observations, and anecdotal evidence from students and tutors, they argue
that PBL in intercultural groups can offer an ideal setting for developing
Intercultural Competence, but that to achieve this, the collaborative aspects
of PBL should be improved. The role of the tutor is crucial for the necessary
group, learning and feedback processes.