About Me
Hannie Gijlers studied Educational Science at the University of Groningen. In august 2000 she graduated on the implementation of self regulated learning in secondary schools. Subsequently she got a PhD position at the University of Twente where she worked on computer supported collaborative inquiry learning in science. The main question guiding her PhD project was; How to create a computer supported learning environment that effectively supports collaborative inquiry learning in science.
Hannie continues her research in the field of collaborative inquiry learning. The focus of her current research project is on the interaction between cognitive and communicative processes in collaborative inquiry learning environments.
Specialties: Research interest: collaborative learning, inquiry learning, ICT in education
Hannie continues her research in the field of collaborative inquiry learning. The focus of her current research project is on the interaction between cognitive and communicative processes in collaborative inquiry learning environments.
Specialties: Research interest: collaborative learning, inquiry learning, ICT in education
Expertise
Social Sciences
# Experiment
# Knowledge
# Learning
# Learning Environment
# Simulation
# Student
Engineering & Materials Science
# Feedback
# Students
Organisations
Publications
Recent
Dmoshinskaia, N.
, Gijlers, H.
, & de Jong, T. (2022).
Does Learning from Giving Feedback Depend on the Product Being Reviewed: Concept Maps or Answers to Test Questions?
Journal of science education and technology,
31, 166–176.
https://doi.org/10.1007/s10956-021-09939-8
Lal, S.
, Eysink, T. H. S.
, Gijlers, H. A. H.
, Verwey, W. B.
, & Veldkamp, B. P. (2021).
Detecting emotions in a learning environment: a multimodal exploration. In M. Fominykh, & M. Aristeidou (Eds.),
Proceedings of the Doctoral Consortium of the Sixteenth European Conference on Technology Enhanced Learning co-located with the Sixteenth European Conference on Technology Enhanced Learning (EC-TEL 2021) (pp. 71-82). (CEUR workshop proceedings; Vol. 3076).
Pisoni, G.
, Gijlers, H., Nguyen, T. H.
, & Chen, H. C. (2021).
Collaboration patterns in students' teams working on business cases. In D. Dessì, T. Käser, M. Marras, E. Popescu, & H. Sack (Eds.),
L2D 2021 - Enabling Data-Driven Decisions from Learning on the Web 2021: Proceedings of the First International Workshop on Enabling Data-Driven Decisions from Learning on the Web co-located with the 14th ACM International Conference on Web Search and Data Mining (WSDM 2021) (pp. 14-27). (CEUR workshop proceedings; Vol. 2876). CEUR.
http://ceur-ws.org/Vol-2876/
Chen, H-C., Pisoni, G.
, & Gijlers, H. A. (2021).
An exploratory study into graduate students' attitudes towards peer assessment. In M. E. Auer, & T. Rüütmann (Eds.),
Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning ICL2020 (pp. 310-325). (Advances in Intelligent Systems and Computing; Vol. 1329). Springer.
https://doi.org/10.1007/978-3-030-68201-9_32
Dmoshinskaia, N. (2021).
Giving feedback to peers: how do students learn from it?. University of Twente.
https://doi.org/10.3990/1.9789036551175
Pisoni, G., Diaz-Rodriguez, N.
, Gijlers, H. A., & Tonolli, L. (2021).
Human-Centered Artificial Intelligence for Designing Accessible Cultural Heritage.
Applied Sciences,
11(2), [870].
https://doi.org/10.3390/app11020870
Dmoshinskaia, N.
, Gijlers, H. A.
, & de Jong, T. (2021).
Learning from reviewing peers’ concept maps in an inquiry context: commenting or grading, which is better? .
Studies in educational evaluation,
68, [100959].
https://doi.org/10.1016/j.stueduc.2020.100959
Dmoshinskaia, N.
, Gijlers, H.
, & de Jong, T. (2021).
Giving Feedback on Peers’ Concept Maps in an Inquiry Learning Context: The Effect of Providing Assessment Criteria.
Journal of science education and technology,
30, 420-430.
https://doi.org/10.1007/s10956-020-09884-y
Lazonder, A. W.
, Janssen, N.
, Gijlers, H.
, & Walraven, A. (2021).
Patterns of Development in Children’s Scientific Reasoning: Results from a Three-Year Longitudinal Study.
Journal of Cognition and Development,
22(1), 108-124.
https://doi.org/10.1080/15248372.2020.1814293
UT Research Information System
Courses Academic Year 2022/2023
Courses in the current academic year are added at the moment they are finalised in the Osiris system. Therefore it is possible that the list is not yet complete for the whole academic year.
Courses Academic Year 2021/2022
Contact Details
Visiting Address
University of Twente
Faculty of Behavioural, Management and Social Sciences
Cubicus
(building no. 41), room B223
De Zul 10
7522NJ Enschede
The Netherlands
Mailing Address
University of Twente
Faculty of Behavioural, Management and Social Sciences
Cubicus
B223
P.O. Box 217
7500 AE Enschede
The Netherlands