dr. ir. Karel Kreijns - Open Universiteit

universitair hoofddocent

Contactgegevens

dr. ir. Karel Kreijns

ckr

Faculteit Psychologie en onderwijswetenschappen (Welten-instituut)

Karel.Kreijns@ou.nl

Expertise, onderzoek en publicaties

Expertise

Op dit moment houd ik mij bezig met motivatietheorieŽn (zelfbepalingstheorie van Deci en Ryan) en cognitieve gedragsmodellen (de beredeneerde gedragsbenadering van Fishbein en Ajzen). Deze theorieŽn en modellen worden toegepast bij professionaliseringsvraagstukken van leraren en bij het project Wikiwijs waar vragen liggen over de bereidwilligheid/motivatie van leraren om digitale leermaterialen te gebruiken, maken en delen.

Onderzoek

Ik houd mij ook bezig met sociale aspecten van computerondersteund samenwerken. Vooral de effecten van anonimiteit in de communicatie op de groepsdynamica. Het gaat dan om sociale aanwezigheid die de illusie aangeeft dat de communicatiepartner als een echt fysiek persoon wordt ervaren. Daarnaast gaat het om de sociabiliteit van de diverse leer- of communicatieplatformen (van It?s Learning tot Facebook) en de mate waarin er een goed klimaat (=gezonde sociale ruimte) tussen de leden aanwezig is. Inzichten kunnen worden toegepast op andere online configuraties waarin mensen samenwerken zoals sociale netwerken.

Publicaties

Artikelen:

†[21] Janssen, S., Kreijns, K., Bastiaens, T., Stijnen, & Vermeulen, M. (accepted). Teachers? beliefs on using a professional development plan. International Journal of Training and Development.

[20] Kreijns, K., Kirschner, P. A., & Vermeulen, M. (accepted). Social aspects of CSCL Environments: A research framework. Educational Psychologist.

[19] Kreijns, K., Van Acker, F., Vermeulen, M., van Buuren, H. (2013). Community of inquiry: Social presence revisited. E-Learning and Digital Media [Special Issue: Inquiry into ?Communities of Inquiry:? Knowledge, Communication, Presence, Community], 10(4).

[18] Coninx, N. S., Kreijns, C. J., & Jochems, W. M. G. (accepted). The use of keywords for delivering immediate performance feedback on teacher competence development. European Journal of Teacher Education.

[17] Kreijns, K., Vermeulen, M., Kirschner, P. A., van Buuren, H., & Van Acker, F. (2013). Adopting the integrative model of behavior prediction to explain teachers? willingness to integrate ICT in their pedagogical practices: A perspective for research on teachers? ICT usage in pedagogical practices. Technology, Pedagogy and Education, 22(1), 55?71.

[16] Kreijns, K., Van Acker, F., Vermeulen, M., & van Buuren (2013). What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education. Computers in Human Behavior, 29(1), 217?225.

[15] Vermeulen, M., Van Acker, F., Kreijns, K., & van Buuren, H. (2012). Leraren en hun gebruik van digitale leermaterialen in hun onderwijspraktijk. Pedagogische StudiŽn, 89(3), 159?173.

[14] Janssen, S., Kreijns, K., Bastiaens, T., Stijnen, & Vermeulen, M. (2012). Teachers? professional development: An analysis of the use of Professional Development Plans in a Dutch school. Professional Development in Education, 38(3), 453?469.

[13] Thurlings, M., Vermeulen, M., Kreijns, K., Bastiaens, T., Stijnen, S. (2012). Development of the teacher feedback observation scheme: Evaluating the quality of feedback in peer groups. Journal of Education for Teaching, 38(2), 193?207. Doi: 10.1080/02607476.2012.656444.

[12] Van Acker, F., van Buuren, H., Kreijns, K., & Vermeulen, M. (2011). Why teachers use digital learning materials: The role of self-efficacy, subjective norm, and attitude. Education and Information Technologies. (online)

DOI 10.1007/s10639-011-9181-9

[11] Kreijns, K., Kirschner, P. A., Jochems, W., & van Buuren, H. (2011). Measuring perceived social presence in distributed learning groups. Education and Information Technologies, 16(4), 365?381.

[10] Evers, A., Kreijns, K., Van der Heijden, B. I. J. M., & Gerrichhauzen, J. T. G. (2011).

An organizational and task perspective model aimed at enhancing

teachers? professional development and occupational expertise. HRDReview, 10(2), 151?179.

[9] Evers, A., Van der Heijden, B. I. J. M., Kreijns, K., & Gerrichhauzen, J. T. G. (2011). Organisational factors and teachers' professional development in Dutch secondary schools. Journal of European Industrial Training, 35(1), 24?44. DOI: 10.1108/03090591111095727.

[8] Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2007). Measuring perceived sociability of computer-supported collaborative learning environments. Computers & Education, 49(2), 176?192.

[7] Ivens, W., van Dam-Mieras, R., Kreijns, C. J., CŲrvers, R., & Leinders, J. (2007). Use of vitual communities for education in sustainable development. electronic Journal on Environment and Sustainability (e-JES), 1(0). Retrieved May 1, 2012, from: http://145.20.188.20/ojs/index.php/e-jes/article/view/33/28.

[6] Jochems, W., & Kreijns, K. (2006). Measuring social aspects of distributed learning groups. Journal of the European Educational Research Association, 5(2), 110?121.

[5] Kirschner, P. A., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing environments for collaborative e-learning. Educational Technology Research & Development, 52(3), 47?66.

[4] Kreijns, K., Kirschner, P. A., Van Buuren, H., & Jochems, W. (2004). Determining sociability, social space and social presence in (a)synchronous collaborative groups. Cyberpsychology & Behavior, 7(2), 155?172. DOI: 10.1089/109493104323024429.

[3] Kreijns, K., Kirschner, P. A., Jochems, W., & Van Buuren, H. (2004). Measuring perceived quality of social space in distributed learning groups. Computers in Human Behavior, 20(5), 607?632.

[2] Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335?353.

[1] Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). The sociability of computer-supported collaborative learning environments. Journal of Education Technology & Society, 5(1), 8?22. Retrieved November 4, 2012, from http://www.ifets.info/journals/5_1/kreijns.pdf.

Boekhoofdstukken:

[5] Van Acker, F., van Buuren, H., Kreijns, K., & Vermeulen, M. (accepted). Why Teachers Share Educational Resources: a Social Exchange Perspective. Issues in Distance Education Series. Athabasca, Athabasca University Press.

[4] Thurlings, M., Kreijns, K., Bastiaens, T., Stijnen, S. (2009). Video Intervision Peer Coaching in teacher professionalism: First online explorations. In C. D. Maddux (Ed.), Research highlights in technology and teacher education (pp.†319?327). Chesapeake, VA: SITE.

[3] Kirschner, P. A. & Kreijns, K. (2005). Enhancing sociability of computer-supoorted collaborative learning environments. In R.†Bromme, F. Hesse, & H. Spada (Eds.), Barriers and biases in computer-mediated knowledge communication ? and how they may be overcome (pp. 169?191). New York:† Springer Science + Business Media, Inc.

[2] Kreijns, K. & Kirschner, P. A. (2004). Designing sociable CSCL environments: Applying interaction design principles. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp.†221?244). Boston, MA: Kluwer Academic Publishers.

[1] Kirschner, P. A., Strijbos, J. W., & Kreijns, K. (2004). Designing integrated collaborative e-learning. In W. Jochems, J. J. Van MerriŽnboer, & E. J. R. Koper (Eds.), Integrated e-learning: Implications for pedagogy, technology & organization (pp. 24?38). London: RoutledgeFalmer.

Ervaring en opleiding

Opleiding

2000 - 2004 Promotieonderzoek bij CELSTEC dat onderdeel is van de Open Universiteit Nederland

1975 - 1982 Opleiding tot electrotechnisch ingenieur aan de Technische Universiteit Eindhoevn