Eva Kyndt

Bio: Eva Kyndt is an academic researcher from Swinburne University of Technology. The author has contributed to research in topics: Professional learning community & Informal learning. The author has an hindex of 29, co-authored 94 publications receiving 4071 citations. Previous affiliations of Eva Kyndt include Katholieke Universiteit Leuven & Catholic University of Leuven.

Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness

Abstract: This review outlines encouraging and discouraging factors in stimulating the adoption of deep approaches to learning in student-centred learning environments. Both encouraging and discouraging factors can be situated in the context of the learning environment, in students’ perceptions of that context and in characteristics of the students themselves. Results show that students in different disciplines differ in the approach to learning they adopt, with students in human sciences in general showing the deepest approach. Moreover, teachers play a role; if they are involved and oriented towards students and changing their conceptions, students are inclined to use a deep approach. With regard to perceived contextual factors, results indicate that students who are satisfied with the course quality (e.g. appropriateness of workload/assessment, teaching, and clarity of goals) employ a deep approach. Concerning the student factors, older students and students whose personality is characterised by openness to experience, extraversion, conscientiousness, agreeableness and emotional stability use a deeper approach. In addition, if students are intrinsically motivated, feel self-confident and self-efficacious and prefer teaching methods that support learning and understanding, a deep approach will be more frequently adopted.

Teacher collaboration: A systematic review

Abstract: This paper presents a systematic review on teacher collaboration. In total, 82 studies were selected based on predefined selection criteria and reviewed by means of a narrative review method to thematically gather information across the studies. The first aim of this review was to provide an overview of the terminological framework to describe teacher collaboration used in previous research. Collaboration was perceived here as a continuum ranging from mere aggregates of individuals to strong team collaboration. This continuum was conceptualised as the degree of team entitativity. Second, the review investigated the focus and depth of collaboration. These appeared to be important issues and provide different opportunities for (collaborative) learning. Third, although realising teacher collaboration proves to be challenging, this review listed benefits for students, teachers, and the school. Fourth and fifth, various facilitating and hindering factors were explored that may serve as valuable points of action to realise effective collaboration. The latter has vital importance for the future as it is needed to build schools into learning organisations, to anticipate the growing importance of collaboration in society and to use education as a role model for students to properly prepare them for the future.

A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings?

Abstract: One of the major conclusive results of the research on learning in formal learning settings of the past decades is that cooperative learning has shown to evoke clear positive effects on different variables. Therefore this meta-analysis has two principal aims. First, it tries to replicate, based on recent studies, the research about the main effects of cooperative learning on three categories of outcomes: achievement, attitudes and perceptions. The second aim is to address potential moderators of the effect of cooperative learning. In total, 65 articles met the criteria for inclusion: studies from 1995 onwards on cooperative learning in primary, secondary or tertiary education conducted in real-life classrooms. This meta-analysis reveals a positive effect of cooperative learning on achievement and attitudes. In the second part of the analysis, the method of cooperative learning, study domain, age level and culture were investigated as possible moderators for achievement. Results show that the study domain, the age level of the students and the culture in which the study took place are associated with variations in effect size.

Teacher communities as a context for professional development: A systematic review

Abstract: Teacher communities play a central role in teachers' professional development. This study provides a systematic review of empirical research on teacher communities (TCs). Based upon predefined selection criteria, 40 studies were analysed using a narrative method. Three different types of TCs were identified: formal, member-oriented with a pre-set agenda, and formative TCs. Results showed that different stakeholders (governments, school principals, teachers) are involved and their different perspectives and degrees of involvement (distinguishing between TCs realised bottom-up or top-down) impact TCs. Finally, several conditions for success were reported: supportive leadership, group dynamics and composition, and trust and respect.

Influence of learning and working climate on the retention of talented employees

Abstract: Purpose – The aim of this study is to investigate some factors that have an influence on employee retention. Based on the literature and previous research, both employee and organisational factors are taken into account.Design/methodology/approach – Data were collected by means of a questionnaire that was distributed on a voluntary basis in professional organisations and among employees, both electronically and in hard‐copy, during 2008‐2009. The study sample consisted of 972 employees, mainly clerks, from diverse profit and social‐profit organisations.Findings – The results show that when organisations want to retain their employees it is important to pay attention to the learning of employees. Letting people do more and learn more of what they are good at will encourage them to stay with the organisation. Results concerning the selected employee variables show that only age has a significant relationship with retention. Regarding the intention to stay, there exists a positive relationship between age an...

Microblogs in Higher Education - A chance to facilitate informal and process-oriented learning?

Abstract: Microblogging is one of the latest Web 2.0 technologies. The key elements are online communication using 140 characters and the fact that it involves ''following'' anyone. There has been a great deal of excitement about this in recent months. This paper reports on a research study that was carried out on the use of a microblogging platform for process-oriented learning in Higher Education. Students of the University of Applied Sciences of Upper Austria used the tool throughout their course. All postings were carefully tracked, examined and analyzed in order to explore the possibilities offered by microblogging in education. It can be concluded that microblogging should be seen as a completely new form of communication that can support informal learning beyond classrooms.