Public profile Jos Beishuizen
Jos Beishuizen studied cognitive psychology at the Vrije Universiteit Amsterdam. His PhD thesis reported a study on searching for information in electronic databases. He conducted research on the use of computers in primary and secondary education, on cognitive modelling of strategies for solving mental arithmetic problems, on development of reasoning skills for inductive learning, and on concrete elaboration during knowledge acquisition. Jos Beishuizen is currently professor of educational science and director of the Centre for Educational Training, Assessment and Research at the Vrije Universiteit Amsterdam.
Admiraal, W., Lockhorst, D., Beishuizen, J., & Pilot, A. (2007). Supporting the development of social competences of teachers through computer supported collaborative learning. BJEP Monograph Series II, Number 5 – Learning through Digital Technologies, Vol. 1, 1, 59-69.
Beishuizen, J., Van Boxel, P., Banyard, P., Twiner, A., Vermeij, H., & Underwood, J. (2006). The introduction of portfolios in higher education: a comparative study in the UK and the Netherlands. European Journal of Education, 41, 3/4, 491 - 509.
Hulshof, C. D., Wilhelm, P., Beishuizen, J.J. & Van Rijn, H. (2005). FILE: A tool for the study of inquiry learning. Computers in Human Behavior, 21, 6, 945-956.
Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, 14, 6, 619-638.
Veenman, M.V.J., Wilhelm, P., Beishuizen, J.J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14, 1, 89 - 109.
Wilhelm, P. & Beishuizen, J.J. (2003). Content effects in self-directed inductive learning. Learning & Instruction, 13, 4, 381 – 402.
Preferred e-learning resources
http://www.nap.edu/html/howpeople1/
The book “How People Learn” by Bransford, Brown, & Cocking.
http://www.surfgroepen.nl
Dutch website for communication between researchers and research groups.