2015 OAS/VUB Scholarship Program - List of Research Areas and Supervisors

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1 2015 OAS/VUB Scholarship Program - List of Research Areas and Supervisors # 1 Name supervisor Prof. Dr. Alex Housen VUB faculty & department Arts and Philosophy - Linguistics and Literary Studies (TALK) PhD subject Short description of the subject Second Language Acquisition * The nature and role of cognitive mechanisms in the process of Second Language Acquisition (e.g. noticing, attention, awareness/consciousness,, implicit vs. explicit L2 learning, working/short-term/long-term memory, declarative & procedural knowledge, aptitude) * Systematicity (stages, sequences) and variability in productive and receptive second language (L2) development (of vocabulary, morphology and syntax) * Complexity, accuracy and fluency in L2 production, L2 proficiency and L2 development * The role, effects and effectiveness of different types of instruction (e.g. implicit vs. explicit form-focused, inductive, deductive) on SLA. * Factors, processes and outcomes in various forms of second language teaching and multilingual education. * Mechanisms and factors in second Other comments (e.g. max. number of PhD students, specific work environment, etc.) Max. two PhD students. PhD candidates will join the research team MULTI-L. MULTI-L currently consists of 7 faculty members (ZAP), 6 of whom are full-time appointed at the VUB and/or EhB, 8 fulltime predoctoral researchers and 8 other scientific members. Team website e/talk/?q =user/ Alternate Team Website

2 2 Prof. Dr. Johan Callens Arts and Philosophy - Linguistics and Literary Studies (TALK) US theatre and drama text-based and/or performance-based analyses, from Eugene O'Neill onwards (20th & 21st centuries); textual and/or intermedial adaptation preliminary degree(s) and course work in drama and/or theatre studies strongly recommended; advanced knowledge of English required e/talk/?q =user/ Prof. Dr. An Vande Casteele Arts and Philosophy - Linguistics and Literary Studies vub.ac.be Discourse analysis of Spanish as a Second Language Discourse analysis of Spanish as a Second Language Corpusbased research on the pragmatic competence of Spanish language learners: use of cohesive ties, discourse markers, referential strategies, speech act realization patterns in language learner s discourse Applicants should hold a Master's degree in Spanish linguistics or equivalent, and must have completed a Master's thesis on a linguistic topic. They should have an excellent (native or nearnative) command of Spanish and English. The PhD project will be carried out in the CLIN research group (Centre for Linguistics) and will be part of the Multi-L-research team investigating multilingualism, language learning and language education. e/talk/?q =en/user/2 7828

3 4 Prof. Dr. Gily Coene Arts and Philosophy - Philosophy and Ethics / Rhea, Centre of Expertise in Gender, Diversity and intersectionlity gender/intersectio nality we welcome proposals on a broad range of subjects that are related to gender and intersectionality (ethnicity, sexuality, citizenship, culture, religion,... ) Student from different disciplinary backgrounds are eligible. The PhD students (max. 2) will work in the context of Rhea, the Centre of Expertise in Gender, Diversity and Intersectionality at VUB. Rhea covers different research areas: for more information: please see our new Rhea - website. e/rhea/en /whoiswho /gily-coene 5 Prof. dr. Dominique Verté - Prof. dr. Liesbeth De Donder Psychology and Sciences vub.ac.be Ageing Studies The population is aging rapidly. Both the United Nations as the WHO have stressed that integration and inclusion in society of older people deserves unremitting research and policy attention. This research area focuses on the intersections of social gerontological issues, education, citizenship, social- and policy participation. Potential topics of inquiry are: Social inclusion and civic participation in later life: volunteering, social participation, political participation and decision-making, education, cultural participation Ageing in place: Housing and neighbourhood / living environment Community development and social networks in later life Intergenerational Solidarity Frailty (from a bio-psycho-social perspective) Quality in (informal) care, elder mistreatment and abuse Older people living in poverty, structural disadvantage and issues of exclusion and unsafety Diversity and ageing migrants Mental health, psychological well-being Safety, crime and prison More than one PhD possible e/edwe/in dex.php?o ption=com _content&t ask=view&i d=82

4 6 Prof. Dr. Tine Buffel Psychology and Sciences ster.ac.uk Experiences of place and neighborhood in later life Neighborhoods contribute significantly to shaping their residents' everyday life. In later life, the neighborhood may become even more important. Ageing can be associated with an intensification of feelings about place and locality, and attachments to the neighborhood may significantly shape the experience of ageing. Despite the acknowledged importance of community environments, the meaning and role of neighborhoods for older people remains under explored. Research is needed to understand the relationships between older adults and their immediate environment in a range of different communities. Max number of PhD students: 3 e/edwe/in dex.php?o ption=com _content&t ask=view&i d=101 7 Prof. Dr. Tine Buffel Psychology and Sciences ster.ac.uk Ageing migrants Population ageing and urbanization are two of the most significant social trends of the twenty-first century. Urban aging populations have also become increasingly diverse as a result of international migration. Global cities host large numbers of older migrant populations with diverse characteristics, including some of the most affluent and accomplished and som of the most deprived and socially excluded. This research theme explores experiences of place and community among aging migrants, both in relation to their current neighborhood, as well as in relation to their transnational ties and practices. A number of studies have suggested that older migrants' relationships to 'locality' must be understood in relation to these transnational ties, in that they often stay 'connected' with (and are simultaneously influenced by) more than one culture and place at the same time. This theme will focus on how 'home' is experienced, negotiated and understood in the context of people's migration trajectories. Max number of students: 2 e/edwe/in dex.php?o ption=com _content&t ask=view&i d=101

5 8 Prof. Dr. Tine Buffel Psychology and Sciences ster.ac.uk Developing "agefriendly" communities This research theme focuses on the issue of developing 'agefriendly communities'. These have been defined as encouraging 'active ageing by optimizing opportunities for health, participation and security in order to enhance quality of life as people age (WHO, 2007). In 2010, the World Health Organization (WHO) launched the Global Network of Age- Friendly Cities and Communities (AFCC), which by May 2014 spanned 26 countries worldwide with 210 cities and communities already enrolled in the programme. The AFCC Network has been especially influential in raising awareness about the need to adapt urban environments to the demands of an ageing population. It identifies a number of domains important for older people, including actions at the level of the social and physical environment (e.g. housing, civic participation, transportation, outdoor spaces, communication and information, social inclusion,...). This research theme aims to identify the issues older residents themselves view as important in developing the age-friendliness of their neighborhood. In terms of the methodology, older people will be involved not only as the research target group, but also as experts and actors in the development of the study (through e.g. training, walking interviews, visual methodologies (photos),... Max number of PhD students: 3 e/edwe/in dex.php?o ption=com _content&t ask=view&i d=101 9 Prof. Dr. Tine Buffel Psychology and Sciences ster.ac.uk Community Development - Social capital - neighborhood This research theme is quite open and may focus on a range of themes including: community development, community building, social capital, social inequality, poverty, urban social networks, place attachment, urban change, migration and ageing Max number of students: 1 e/edwe/in dex.php?o ption=com _content&t ask=view&i d=101

6 10 Prof. Dr. Maurice de Greef Psychology and Sciences om The functions of Lifelong Learning for adults in 2020 What are the most relevant functions of adult education to different sectors for the nowadays society, referring to care, welfare, labour market, education, liveability etc. Suggestion is start up a cross national research in order to compare the difference between the current functions in the different fields and to compare this with the wishes of the organisations and the needs of policymakers on one hand and the participants themselves on the other. Not applicable. e/infovoor/ onderzoek ers/researc h/person.p hp?person _id= Prof. Dr. Maurice de Greef Psychology and Sciences om The power of adult education for policy makers Adult education can be a lever in order to increase participation in daily life on the labour market. Most interesting question is how the connection between adult educators and policy makers can be realised in order to serve policy-makers with the provision of adult education. A research should be conducted in which the vision and needs of policy makers can be conncted to those of adult educators and managers of adult education centers. Not applicable e/infovoor/ onderzoek ers/researc h/person.p hp?person _id=27467

7 12 13 Prof. Dr. Maurice de Greef Prof. Dr. Chang Zhu Psychology and Sciences Psychology and Sciences om Senior learning the needed strength for nowadays society Blended learning and e-learning Most of nowadays industrialised countries have to cope with the challenges of an ongoing ageing society. More and more people are getting older and have to find their place in society after their retirement. Due to the economic crisis this group seems to be a threat in terms of increasing costs in our society. But on the other hand due to the fact that most of the industrialised countries are knowledge societies we should use the competencies of these well experienced gorup of our society. Their knowledge, skills and attitude can help others in society to connect to labour market or find a better place in daily life (to be called better social inclusion). This study needs to find out which leerning needs and possibilities there are for older poeple and how their knowledge, skills and attitudes can be used in order to benefit nowadays society for adults, children and youngsters. The use of blended learning and e-learning can be important strategies for universities and schools to implement educational innovations. Many issues are related to the successful implementation of blended learning and e-learning. This topic is also highly relevant for developing countries. The PhD research in this field will focus on specific research models that can be applicable for developing countries and investigate the issues related to the design of blended learning and e- learning, as well as the quality and effectiveness of blended learning and e-learning. - Applicants should have a Master degree in science, Psychology or related areas, with knowledge and expertise in learning theories, and/or learning technologies, etc. The candidate is also required to have knowledge and skills in quantitative statistical analysis and qualitative data analysis. Students with educational experience in related fields, with a strongly demonstrated motivation, are also encouraged to apply. Fluency in English (both spoken and written) is a prerequisite given the international context of the research topics. e/infovoor/ onderzoek ers/researc h/person.p hp?person _id=27467 e/infovoor/ onderzoek ers/researc h/person_ pub.php?p erson_id=2 8189

8 14 15 Prof. Dr. Chang Zhu Prof. Dr. Chang Zhu Psychology and Sciences Psychology and Sciences ICT-Supported education and blended learning Teacher professional development for innovative teaching ICT-supported learning and social inclusion in Adult education Teachers are the key actors in the teaching and learning process. In order to be more innovative in teaching, teachers need to develop their competences in engaging in innovative teaching. The competences can be related to pedagogical competences, technological competences, social competences, etc. The PhD research in this topic will focus on the teacher professional development framework and relevant competences. Teachers competences related to innovative teaching will be investigated and relevant professional development models need to be validated. Applicants should have a Master degree in science, Psychology or related areas, with knowledge and expertise in learning theories, and/or learning technologies, etc. The candidate is also required to have knowledge and skills in quantitative statistical analysis and qualitative data analysis. Students with educational experience in related fields, with a strongly demonstrated motivation, are also encouraged to apply. Fluency in English (both spoken and written) is a prerequisite given the international context of the research topics. Applicants should have a Master degree in science, Psychology or related areas, with knowledge and expertise in learning theories, and/or learning technologies, etc. The candidate is also required to have knowledge and skills in quantitative statistical analysis and qualitative data analysis. Students with educational experience in related fields, with a strongly demonstrated motivation, are also encouraged to apply. Fluency in English (both spoken and written) is a prerequisite given the international context of the research topics. e/infovoor/ onderzoek ers/researc h/person_ pub.php?p erson_id= e/infovoor/ onderzoek ers/researc h/person_ pub.php?p erson_id=2 8189

9 16 Prof. Dr. Chang Zhu Psychology and Sciences e The role of MOOCs in higher education Massive Open Online Courses (MOOCs) are still in the development trend. What are the considerations and influencing factors with regard to policy, teaching and learning effectiveness, assessment and quality? The PhD research will focus on the perceptions, trends, policies, assessment and quality of MOOCs in different countries and different higher education institutions. Applicants should have a Master degree in science, Psychology or related areas, with knowledge and expertise in learning theories, and/or learning technologies, etc. The candidate is also required to have knowledge and skills in quantitative statistical analysis and qualitative data analysis. Students with educational experience in related fields, with a strongly demonstrated motivation, are also encouraged to apply. Fluency in English (both spoken and written) is a prerequisite given the international context of the research topics. e/infovoor/ onderzoek ers/researc h/person_ pub.php?p erson_id= Prof.Dr. Koen DEPRYCK Psychology & Sciences c.be key competences in primary, secondary and adult education This research focusses on how transversal key competences may be included in primary, secondary and adult education (second chance to learn for immigrants, inmates, dropouts, ). Aspects of the research include the concept of key competences, the didactics of teaching them, and their assessment. Special attention is paid to the interaction of formal, non-formal and informal learning as well as to the role of ICT and self-directed learning for each of the target groups. 2 or 3 students. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=88

10 18 Prof. Dr. Tom Vanwing Psychology & Edulab Connecting teachers, preparing for the future Introduction: Teachers are multipliers. Technologies are accelerators. These are beautiful phrases, but what do they mean in the real world, beyond something aspirational and inspirational Teachers Without Borders was founded in 2000 in order to connect teachers to information and each other so that they may make a local change, on a global scale. These doctoral projects reflect pressing needs in the developing world. The issue of educational development itself requires a multidisciplinary approach. Teacher professional development needs to be supported by solid research. All students participating in these projects will connect their research to actionable projects of direct benefit to teaching communities of practice, worldwide. The founder of Teachers Without Borders, prof. dr. Fred Mednick is collaborting in these pioneering research themes: Is the international educational ngo out of date? Changing nature of educational ngo s and the creating of new models for international teacher development. Reinventing the global educational ngo for the 21st century. An opportunity to study the impacts of ICTs and educational development geared toward teachers in Latin America and the Caribbean. What is working? Why? What is not working? What are the obstacles? What is the connection between ICT policy and outcomes? How might current research lead to a transformational policy? Open Resources (OER) hold promise as a key lever in educational transformation. They challenge teacher professional development and the textbook industry. Promises, however, need research proof, What are the challenges and opportunities of OER in Latin America and the Caribbean? In your own country, what must be necessary in order OER to make an impact one can measure? What measurements can be established? The key focus of OER is its ability to be adapted. What makes content portable from one region to the other? Youth entrepreneurship has received scant attention, worldwide, especially as we experience a youth bulge. What are schools doing or not doing in Latin America? How can educational transformation meet the needs of youth for the 21st century? In an era of MOOCs and escalating attention, universities cannot expect to attract an audience of high-paying students. What might be the criteria for a first-rate, world-class education for the 21st century? How might badges and 5 phd positions e/edwe/in dex.php?o ption=com _content&t ask=view&i d=77

11 competencies compete with a diploma? 19 Prof. Dr. Tom Vanwing Psychology & Edulab Emerging teachers in development countries in content focused professional development, followed by lesson study, how this it allow for unique professional experiences? Deepening teachers understanding through content knowledge by making connections with the real world through lesson study, collaborative mentoring & learning by doing, f.e. in learning mathematics. In collaboration with prof. dr. Padmanabhan Seshaiyer. 2 Phd's e/edwe/in dex.php?o ption=com _content&t ask=view&i d=77

12 20 Prof. Dr. Tom Vanwing Psychology & Edulab Academic Curriculum Development & Sustainable Development Projects were realized to develop masters of science in education & research for Sustainable Development in the Latin American Region & the Carribean. Objective is to continue from this experience to research the relevance & design for regional interconnected master programs. Multidisciplinarity, multifunctionality & locally adapted education & research are the didactional scope. 1 PhD. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=77 21 Prof. Dr. Tom Vanwing Psychology & Edulab Social & cultural Transitions for Sustainable Development & (human) Ecology From an orientation on communities the subthemes look from a multidisciplinary perspective into: local community assets in a globalizing context, community development & empowerment; Elements of livelyhood (in realtion to forestry, coastal zones), civil participation, social inclusion, cultural empowerment, woman studies, subcultures within youth and young adult groups. 2-3 Phd's. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=77

13 22 Prof. Dr. Tom Vanwing Psychology & Edulab Adult Education & nonformal learning in Latin-America & the Carribean Subtheme's are: Rural Education, Literacy, Cultural selfawareness for minorities & distant communities, gender & education, urbanisation & impact on education, professional education, micro-entrepreneurship, education in leisure time (sports, culture). All in the framework of human development and Education for Sustainable Development. 2 PhD's e/edwe/in dex.php?o ption=com _content&t ask=view&i d=77 23 Prof. Dr. Tom Vanwing Psychology & Edulab Teacher Education & innovation This research group is involved in teacher education in Latin America and the Carribean. Subthemes are: Science, Technology, Engineering, Arts, Mathematics in teacher curricula for primary, secundary education; Area & community based education in teacher programs Life skills in teacher curricula; Rural education settings & community involvement. 3-4 PhD's e/edwe/in dex.php?o ption=com _content&t ask=view&i d=77

14 24 Prof. Dr. Koen Lombaerts Psychology & Edulab b.ac.be Analysis of initiation and implementation processes of innovative learning environments in formal, higher and adult education and lifelong learning Analysis of initiation and implementation processes of innovative learning environments in formal, higher and adult education and lifelong learning (more than one PhD possible) e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h 25 Prof. Dr. Koen Lombaerts Psychology & Edulab b.ac.be Analysis of conditions to introduce and implement educational innovation projects Analysis of conditions to introduce and implement educational innovation projects (e.g. self-regulated learning, mobile and e- learning, learning communities, ) More than one PhD possible e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

15 26 27 Prof. Dr. Koen Lombaerts Prof. Dr. Koen Lombaerts Edulab Edulab b.ac.be b.ac.be Young children s self-regulation: self-regulation in pre-school The role of student characteristics in teachers efforts to promote selfregulated learning policy and practice increasingly recognize the importance of self-regulation for students academic performance as well as motivation. Self-regulation refers to strategies that students can use to direct their cognition, metacognition and motivation. Self-regulation strategies for example include task analysis, planning, activation of prior knowledge, effective help-seeking, and self-assessment. Such strategies mostly do not develop automatically. Teachers play a crucial role in equipping students with the necessary selfregulation skills. Importantly, it is recommended to start instruction of self-regulation early in students educational careers. Research so far has largely focused on self-regulation in primary, secondary, and higher education. Research in preschool is rather limited and mainly focuses on students rather than teachers. Hence, this research explores Flemish pre-school teachers perceptions about self-regulation in daily pre-school practice. Different research questions can be addressed: How do pre-school teachers personally define their pupils selfregulation? What are pre-school teachers perceptions on the role of self-regulation in pre-school? How do pre-school teachers stimulate their pupils self-regulation? To what extent is self-regulation incorporated into the curriculum and/or school policy documents? policy and practice increasingly recognize the importance of self-regulation for students academic performance as well as motivation. Self-regulation refers to strategies that students can use to direct their cognition, metacognition and motivation. Self-regulation strategies for example include task analysis, planning, activation of prior knowledge, effective help-seeking, and self-assessment. Such strategies mostly do not develop automatically. Teachers play a crucial role in equipping students with the necessary selfregulation skills. Although most teachers believe in the feasibility and desirability of self-regulation in primary education, many teachers today still don t put their beliefs into practice. Teachers face obstacles on different levels: pupil, teacher, school, parents, and policy. This research looks into the role of pupil characteristics and background (e.g. cognitive ability, language and learning problems, socio-economic status, and ethnic background). Research question: To what extent do Multiple students and research questions are possible. Multiple students and research questions possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

16 primary school teachers believe their students influence their efforts to create more space for student autonomy, and to stimulate students self-regulated learning? 28 Prof. Dr. Koen Lombaerts Edulab b.ac.be Teacher professionalization through mobile learning Although much remains to be done, ICT is gradually being introduced into regular classroom practice. Parallel to student learning, ICT has the potential to enhance teachers professional learning. Mobile learning, for example, may counter downsides of more traditional forms of professionalization. Mobile learning could, for example, speed up the necessary transfer of new educational insights resulting from research to teachers; it allows for learning on the move and at times suitable for each individual; and it offers possibilities for collaboration, quick access to alternative viewpoints, and reflection-in-action rather than reflection-onaction (Aubusson, Schuck, & Burden, 2009). Moreover, it offers an interesting professionalization track for teachers working in remote areas. Potential research questions: What are teachers perceptions about mobile technologies? To what extent do teachers use mobile technologies for their private life? To what extent do teachers use mobile technologies for their professional life? To what extent do teachers have and use mobile technologies such as smart phone and tablets? To what extent is mobile learning integrated What conditions need to be met before mobile learning can become effective? Multiple students and research questions possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

17 29 Prof. Dr. Koen Lombaerts Edulab b.ac.be School drop-out in secondary education The literature on gender-differential academic achievement in the secondary education shows theoretical and methodological hiatuses and shortcomings. Despite actions taken to bridge the gender gap, the phenomenon still manifests itself: boys as a group perform worse at school compared to girls, repeat a year more often, are more numerous in special education, they manifest more (class)disruptive and risk behaviour, they are overrepresented in dropout, and enter higher education to a lesser degree. Researchers substantiate that youngsters should be stimulated and inspired to explore and engage themselves during scholastic activities (Rubin, 2007; Schwartz, 2002). One way to bring the learning and school environment in early secondary education in accordance with the living environment of youngsters consists in maximizing their active contribution during learning processes. Teachers play a crucial role in the development of self-regulated learning (SRL) (Zimmerman, 2002). Indeed, Perry and colleagues (Perry & VandeKamp, 2000; Perry et al., 2004) repeatedly indicated that adjustments teachers made to the learning environment and their teaching practices had positive effects on their pupils development of SRL. Recent research reported teachers to be favourably disposed towards an introduction of self-regulated learning in primary school (Lombaerts et al., 2007; Lombaerts et al., 2009). Although the overall occurrence of actual selfregulated learning practices was limited, some teaching environments were considered to highly stimulate selfregulated learning (Lombaerts, Engels & Vanderfaillie, 2007). Multiple options and research questions are possible. Multiple students possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

18 30 Prof. Dr. Koen Lombaerts Edulab b.ac.be Student and faculty perceptions of the use of online Open Resources (OER) to supplement oncampus courses When the concept of Open Resources emerges, many advocates predict it would be a disruptive technology, which could spark great transformation in global education landscape. UNESCO (2012) has recognized the value of OER by arguing that they provide a strategic opportunity to improve the quality of education as well as facilitate policy dialogue, knowledge sharing and capacity building. Despite the great potential OER as an innovative technology might bring into the field of education, its use in higher education and adult education is quite low (OPAL, 2010). There have been numerous calls for research that demonstrates how open education resources are actually being used (Schmidt-Jones, 2012). Therefore, we need to extend our focus on OER from resources to open educational practices (OEP), which emphasize the actual use and creation of OER. Possible research questions: What are faculty perceptions and experience of use MOOCs and other types of OER to supplement their teaching? What are the barriers that prevent faculty members to use MOOCs and other types of OER in their teaching practices? What are student perceptions and experience of use MOOCS and other types of OER to supplement their learning? Multiple students and research questions possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h 31 Prof. Dr. Koen Lombaerts Edulab b.ac.be Digital Competence and Digital learning: University Students in Informal Learning Environment Some empirical researches have been put forward into educational settings especially the K-12 educational systems, still very few research on university students digital competence and their digital learning in informal learning context. This study aims at assessing university students digital competence and exploring their digital learning in informal context,in order to known the influntial factors of students' digital informal learning and the complex relations among these factors. Multiple students and research questions possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

19 32 Prof. Dr. Koen Lombaerts Edulab b.ac.be Gender disparities in education Gender inequality in education has been an issue of both academic and public debate for over 40 years. Since the 1990s, in many Northern countries the underachievement of boys became a matter of concern while in many developing countries in the South girls dropout and lower participation in education in general is the predominant problem. (1) We want to get a clearer, empirically substantiated picture of genderrelated factors at the individual level and within the school context that predict low achievement, retention and drop-out of boys and girls in the transition years from primary to secondary education (many drop out at this level) in several national contexts. Examples of variables: Pupils: background variables, indicators of academic achievement, cognitive abilities, indicators of identity development and gender identity, teacher-pupil interaction, attitudes, gender specific cultures, school well-being, involvement,... Teachers: background variables, school wellbeing, involvement, teaching style, teacher attitudes, expectations and the beliefs,... Parents/guardians: involvement with school, parenting styles, educational/school choices of their child(ren), expectations regarding their child(ren) s academic achievement and future, School officials: school size, school structure, school infrastructure, gender composition (of teacher and pupil population) and context variables such as features of school population. Multiple students and research questions are possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h 33 Prof. Dr. Koen Lombaerts Edulab b.ac.be Gender role attitudes and academic achievement Research suggests that sex role attitudes (the attitudes regarding the appropriate roles, rights and responsibilities of women and men in society) are an important factor in explaining the academic underachievement. Moreover, research shows that the development of sex role attitudes is influenced by different factors such as the home environment, peers and the school environment. We propose a more in depth study in the development of sex role attitudes over time and how this relates to academic achievement. Questionnaires have already been collected (cfr. Supra) and can be used in analysis. A qualitative or mixed-method approach, however, are not excluded. Multiple students and research questions are possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

20 34 Prof. Dr. Koen Lombaerts Edulab b.ac.be Blended learning in Adult education programs Focus 1: The literature tells us that the learning strategies of students have an impact on their academic performances. So the learning strategies are very important in the learning process of students. Certain characteristics of students (like motivation) possibly have an influence on which learning strategies they use in their studies. This thesis will focus on the characteristics of learners in online and blended learning environments in adult education and the impact of these characteristics on their learning strategies. Focus 2: Learners in adult education are in general a little bit older than students in traditional education and maybe have less experience with the use of computers. In adult education, there is a rise of online and blended learning. So are the adult learners in OBL courses in adult education, with regard to their age and maybe limited experience with the use of computers, ready to do this kind of courses? Do they have the right expectations about this kind (OBL) of courses or do they experience a shock because they had the wrong experiences? Is there a relationship between the characteristics of adult learners (like gender, age, ) and the extent to which they are ready to do an OBL course? Focus 3: Learners in adult education are an important group of students in our society. They are a very diverse group with big differences in characteristics, needs and expectations about education. Some characteristics (like motivation, self-efficacy, ) are very important with regard to their academic performances. This thesis will focus on the relationships between the different characteristics of learners in online and blended learning in adult education. Multiple students and research questions are possible. e/edwe/in dex.php?o ption=com _content&t ask=view&i d=71%20- %20researc h

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