Open seminar: "Student learning in the transition from (higher) education to lifelong learning: research pitfalls and opportunities"
Presenter is professor David Gijbels, University of Antwerp.
David Gijbels. Photo: private
Abstract of seminar
Today’s (higher) education faces the challenge of, not only having to teach students a bulk of domain-specific frameworks and disciplinary insights, but also having to foster skills that will enable them to become versatile experts in their own fields and lifelong learners, part of which is to develop appropriate learning strategies. In order to support students in developing these skills throughout (higher) education and using them in the transition towards the workplace, (feedback)tools have been developed.
Our research group has been involved in the development of such tools to foster ‘generic competences’ (with a focus on the transition to work) and ‘learning competences’ (in higher education or in the context of work). Although we have been able to realize valuable projects in these contexts, the use of self-report instruments remains a limitation that is increasingly critiqued. In more recent projects we aim to triangulate self-report data with other (more behavioral) measures such as eye-tracking or observations. I would like to share preliminary data and ideas about two ongoing research projects in this respect: one about grasping how students learn in higher education and one about developing decision making skills during simulations in higher education.
About David Gijbels
David Gijbels is professor of learning and instruction in the Faculty of Social Sciences of the University of Antwerp. His research is situated within the research group EDUBRON and he teaches different courses in the master 'education and training sciences' (OOW). He is chairman of the academic chair 'educational innovation and cooperation in an urban context' and co-ordinating the scientific research network on 'learning in transition'. In August 2011 he received the Erik De Corte award for 'young and promising scholar in the science of learning and instruction' on the bi-annual conference of the European Association for Research on Learning and Instruction (EARLI) in Exeter (UK). He is the editor-in-chief of Educational Research Review and he serves the editorial boards of Contemporary Educational Psychology, Vocations and Learning, Active Learning in Higher Education and New perspectives in Learning and Instruction. He was a visiting scholar at the Faculty of Education of Monash University in Melbourne from January-June 2015 and is currently ex-officio member of the executive committee of the European Association for Research on Learning and Instruction.
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