Joep van der Graaf
Self-regulated learning with digital media
We aim to make learning effective and efficient. To do so, teachers commonly apply techniques based on differentiation and scaffolding. In other words, teachers try to acknowledge and detect differences between students (differentiation), and challenge students to move beyond what they already know by providing instruction slightly beyond a student’s current understanding (scaffolding). Teachers need support, because differentiation and scaffolding can be time-consuming. This is where my research comes in. I study how differentiation and scaffolding can be supported via digital media. Can we personalize teaching and scaffold students by the use of digital media? How can we use Artificial Intelligence (AI) to detect students’ learning process and automatically adapt instructions?
My work as a postdoctoral researcher includes designing digital learning environments that incorporate differentiation and scaffolding, analyzing data from the learning process (learning analytics), and more. I work on the FLoRA project (www.floralearn.org) about self-regulated learning in university, the Word Factory about fostering morphological awareness via inquiry-based learning, and several smaller projects aimed to unravel and promote inquiry-based learning in primary education. I also teach students. My teaching focuses on advanced research methods, inquiry-based learning, and individual theses.
- van der Graaf, J., Lim, L., Fan, Y., Kilgour, J., Moore, J., Bannert, M., Gasevic, D., & Molenaar, I. (2021). Do instrumentation tools capture self-regulated learning? LAK21, 438-448.
- van der Graaf, J., Segers, E., & de Jong, T. (2020). Fostering integration of informational texts and virtual labs during inquiry-based learning. Contemporary Educational Psychology, 62, Article 101890.
- van der Graaf, J. (2020). Inquiry-based learning and conceptual change in balance beam understanding. Frontiers in Psychology, 11, Article 1621.