Cubicus

dr. A.H. Gijlers (Hannie)

Universitair Hoofddocent en opleidingsdirecteur
BMS-LDT-IST
Cubicus B223
a.h.gijlers@utwente.nl
+31534894074
Visitekaartje

Hannie Gijlers studied Educational Science at the University of Groningen. In august 2000 she graduated on the implementation of self regulated learning in secondary schools. Subsequently she got a PhD position at the University of Twente where she worked on computer supported collaborative inquiry learning in science. The main question guiding her PhD project was; How to create a computer supported learning environment that effectively supports collaborative inquiry learning in science.

Hannie continues her research in the field of collaborative inquiry learning. The focus of her current research project is on the interaction between cognitive and communicative processes in collaborative inquiry learning environments.

Specialties: Research interest: collaborative learning, inquiry learning, ICT in education

Expertises

  • Social Sciences

    • Students
    • Learning
    • Inquiry
    • Support
    • Feedback
    • Conceptualization

  • Psychology

    • Peers
    • Children

Organisaties

Publicaties

2023
Modelling as expert-guidance during teacher practitioner research (E-pub ahead of print/First online). Janssen, N., Walraven, A., Lazonder, A. W. & Gijlers, H.https://doi.org/10.1080/02619768.2023.2282370Asian Students’ Cultural Orientation and Computer Self-Efficacy Significantly Related to Online Inquiry-Based Learning Outcomes on the Go-Lab Platform, 743-758. Chen, H. C., Gijlers, H., Sui, C. J. & Chang, C. Y.https://doi.org/10.1007/s10956-023-10058-9Giving Feedback to Peers in an Online Inquiry-Learning EnvironmentIn The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes (pp. 289-304). Springer. Dmoshinskaia, N. & Gijlers, H. A.https://doi.org/10.1007/978-3-031-29411-2_13Identifying struggling teams in online challenge-based learning, 233-248. Nguyen, H., Gijlers, H. & Pisoni, G.https://doi.org/10.1108/HESWBL-06-2022-0131Guidance in storytelling tables supports emotional development in kindergartners, 12907–12937. Catala, A., Gijlers, H. & Visser, I.https://doi.org/10.1007/s11042-022-14049-7
2022
Giving feedback on peers’ concept maps as a learning experience: does quality of reviewed concept maps matter?, 823-840. Dmoshinskaia, N., Gijlers, H. & de Jong, T.https://doi.org/10.1007/s10984-021-09389-4Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?, 166–176. Dmoshinskaia, N., Gijlers, H. & de Jong, T.https://doi.org/10.1007/s10956-021-09939-8The influence of prior knowledge on the effectiveness of guided experiment design, 17-33. van Riesen, S., Gijlers, H. A., Anjewierden, A. A. & de Jong, T.https://doi.org/10.1080/10494820.2019.1631193Reading Minds: Exploring Relationships between Sensor-Data and Self-Reported Cognitive-Affective States of LearnersIn International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 2048-2049). International Society of the Learning Sciences (ISLS). Lal, S., Eysink, T. H. S., Gijlers, H. A., Verwey, W. B. & Veldkamp, B. P.
2021
Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria, 420-430. Dmoshinskaia, N., Gijlers, H. & de Jong, T.https://doi.org/10.1007/s10956-020-09884-y

Onderzoeksprofielen

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