Author: mmulder

Martin Mulder is Emeritus Professor of Education and Director-Owner of MM Consultancy for Education and Training. He published widely with his colleagues and students about issue related to competence development, vocational and professional education, higher education, teacher education, and learning technology.

Martin Mulder is Emeritus Professor of Education and Director-Owner of MM Consultancy for Education and Training. He published widely with his colleagues and students about issue related to competence development, vocational and professional education, higher education, teacher education, and learning technology.

Effects of online peer feedback

The online publication of Anahuac Valero Haro and colleagues has now been published in an issue of  Interactive Learning Environments (2024 Valero Haro et al – Type of online peer feedback ILE.pdf)

The Abstract is as follows:

‘ This study explored the effects of directed and undirected online peer feedback types on students’ peer feedback performance, argumentative essay writing skills, and acquisition of domain-specific knowledge. The study used a pre-test and post-test design with four conditions (feedback, feedforward, a combination of feedback and feedforward, and undirected feedback). In this exploratory study, 221 undergraduate students, who were randomly assigned to dyads, engaged in discussions about the pros and cons of “Genetically Modified Organisms (GMOs)”, provided feedback to peers, and wrote an argumentative essay regarding the topic. Results indicated significant differences among the conditions in terms of the quality of provided feedback. This implies that the peer feedback quality can be enhanced or diminished depending on its type. Results also revealed a significant improvement in students’ argumentative essay performance and domain-specific knowledge acquisition without significant differences among conditions. We discuss how the such increase in the quality of essays and learning outcomes might be related to the power of peer feedback regardless of the feedback type. We also discuss why using multiple instructional scaffolds may result in over-scripting that may diminish the power of peer feedback and the effects of the scaffolds themselves in online learning environments.’

The full citation to the article is:

Valero Haro, A., Noroozi, O., Biemans, H.J.A., Mulder, M., & Banihashem, S. K. (2024). How does the type of online peer feedback influence feedback quality, argumentative essay writing quality, and domain-specific learning? Interactive Learning Environments, 32(9), 5459–5478. https://doi.org/10.1080/10494820.2023.2215822.

Marcel Beukers – Master Onderwijskunde

Op 19 augustus heeft Marcel Beukers met succes zijn afstudeerwerk verdedigd voor de opleiding Master Onderwijskunde (MEd). Het thema van de afstudeeropdracht was het stimuleren van persoonlijke groei en ontwikkeling binnen het middelbaar beroepsonderwijs. De titel van het afstudeerverslag luidt: ‘Motiveren tot succes: de impact van HIP-onderwijs op de studentenmotivatie; Een onderzoek naar effectieve interventies voor persoonlijke groei en ontwikkeling op het Graafschap College’. HIP-onderwijs staat voor Hybride, Innovatief en Gepersonaliseerd onderwijs. Het onderzoek dat in het kader van de afstudeeropdracht heeft plaatsgevonden bestond uit: een literatuuronderzoek, enquêtes om de motivatie en behoeften van studenten te meten, semi-gestructureerde interviews met docenten en studenten , en pré- en post-interventie-analyses om het resultaat van de onderwijsinterventies te bepalen. Gebleken is dat de implementatie van het HIP-onderwijs een positieve invloed gehad op het gevoel van autonomie, competentie en verbondenheid van studenten. Studenten die meer controle kregen over hun leerproces, die relevante en praktijkgerichte opdrachten kregen, en zijn ondersteund door persoonlijke feedback, toonden een hogere betrokkenheid en betere leerresultaten. Gefeliciteerd Marcel met dit positieve resultaat, en veel succes verder met de vernieuwing van het onderwijs. Dank Dr. Martijn van Schaik voor de begeleiding van deze afstudeeropdracht.

Tijs Rijnders – Master Onderwijskunde (MEd)

Op 5 september heeft Tijs Rijnders met succes zijn afstudeerwerk voor de Master Onderwijskunde (MEd) verdedigd. Het thema van de afstudeeropdracht betreft het werken en leren met behulp van een persoonlijk leerplan. De opdracht is uitgevoerd binnen Luzac, een niet-bekostigde onderwijsinstelling voor voortgezet onderwijs voor mavo, havo en vwo.

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Developing Mental Power of Young Professionals in Mental Health Care

On June 20, Jetty Zijlstra-van der Weide successfully defended her Professional Master Thesis Educational Studies (MEd). That is quite a while ago, but the decision to announce this defense was made at the end of July, and I thought that the theme of the thesis was way too important to publish this summary during the holiday month of August.

The theme of the thesis is mental power (resilience) of young professionals in mental health care. This theme is important because mental power, resilience and vitality are issues many professionals face during their lifetime, also within the mental healthcare system itself. The key message of this thesis project is that mental resilience or health can be developed. Statistics underline the severity of the problem: professionals with an age up to 35 years are those who most frequently suffer mental illness, 25% of them have burn-out symptoms, are overrepresented in statistics on absenteeism due to illness (especially in the education and care sector), so the young working generation is perceived as a vulnerable group.

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