Category: PhD

This article ‘Differential impact of learning path based versus conventional instruction in science education‘, analyzes the differential impact of the instructional formats on learning outcomes, considering variations in group setting and group composition. Given the focus on science learning, gender was also considered. Multilevel analysis was applied, and the results show empirical evidence for superior performance for both boys and girls in the learning path condition as compared with that in the conventional condition. In addition, when girls collaborate, they perform best within same-sex groups, whereas boys achieve better results in mixed-gender groups. The implications of the findings are important for tackling the gender gap in science learning. The findings can lead to guidelines for teachers who want to implement learning paths within an optimal learning environment design.

If you use the article, please cite as:

De Smet, C., De Wever, B., Schellens, T., & Valcke, M. (2016). Differential impact of learning path based versus conventional instruction in science education. Computers & Education, 99, 53-67.

This article, ‘A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System‘, presents the findings of a qualitative study (carried out between 2011 and 2013) about the adoption and implementation of learning paths within a Learning Management System (LMS). Sixteen secondary school biology teachers of the GO! Network in Flanders (an urbanized region in Belgium) were involved in the study and questioned via semi-structured interviews. Two research questions are addressed: (1) what are the perceived conditions at school and at teacher level affecting the use of learning paths? (2) how are these conditions related to the expected outcomes? Research results show teachers are satisfied with learning paths as an educational tool, but reflect mixed feelings as to the impact on student learning outcomes. Clear barriers are identified at the school and teacher level, thwarting the implementation of learning paths in secondary education. The availability of a reliable and accessible ICT infrastructure, the quality of technical and pedagogical support, teacher professional development and the mastery of teacher Information and Communication Technology competencies, among others, were found to be essential.

If you use the article, please cite as:

De Smet, C., Valcke, M., Schellens, T., De Wever, B., & Vanderlinde, R. (2016). A Qualitative Study on Learning and Teaching With Learning Paths in a Learning Management System. Journal of Social Science Education, 15(1), 27-37.

This article, ‘The design and implementation of learning paths in a learning management system’, investigates whether a particular design and implementation of learning paths has a beneficial impact on learning outcomes, and gender as a co-variables. It reports on the results of empirical research about using learning paths in a secondary education setting. The quasi-experimental study took place in the context of a biology course.  Twenty-nine different classes, involving 360 secondary school students, were selected at random to participate in particular research conditions of the study. All biology teachers (N = 8; 3 males, 5 females) teaching in the third grade of the six participating schools were willing to take part in the study. A 2 x 2 factorial research design was adopted. Learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variables given the focus on science learning. Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variables gender. The results were helpful to direct research about the design and implementation of learning paths in a secondary school setting.

If you use the article as published in Interactive Learning Environments (2014), please cite as:

De Smet, C., Schellens, T., De Wever, B., Brandt-Pomares, P., & Valcke, M. (2016). The design and implementation of learning paths in a learning management system. Interactive Learning Environments, 24(6), 1076-1096.

This paper researches the technology acceptation of LMS by secondary school teachers, based on a conceptual acceptance model including: perceived usefulness, perceived ease of use and subjective norm (traditional TAM2 components), personal innovativeness towards IT (Agarwal & Prasad, 1998), internal ICT support (Tondeur, Van Keer, van Braak, & Valcke, 2008), and experience (Sun & Zhang, 2006). In addition, we examine how secondary school teachers use LMS. We scrutinized LMS functionalities available and used by our target group when adopting one of the three most often used LMS: Dokeos, Blackboard, and Smartschool (De Smet & Schellens, 2009). Continue reading “Researching instructional use and the technology acceptation of learning management systems”