Alieke van Dijk (Amersfoort, 1987) started to study Sociology (BSc) at Groningen University in 2005. After finishing her bachelor, she continued with Psychology at the University of Twente in 2008. For her master’s thesis, she examined the role of working preference in scripted collaborative drawing in elementary education. In 2010, she started working at the section Instructional Technology at the University of Twente. After one year working as junior research in the European project SCY, she started a PhD-project at the same section. In 2015, she went to Saxion University of Applied Sciences, working on projects concerning self-regulation, citizenship education, and Dalton education. In December 2017, she received her doctor’s degree by the defense of her thesis called “Learning together in mixed-ability elementary classrooms”. Currently, she is working as a lecturer in Psychology in Learning & Instruction at the University of Twente.
Medicine & Life Sciences
# Education # Grounded Theory # Interdisciplinary Placement # Learning
# Elementary Education # Learning # Learning Environment # Value Added
- Inquiry learning
- Learning by design
- Collaborative learning
- Elementary education
- Jigsaw method
- Citizenship Education
- Dalton education
Hogenkamp, L. , Van Dijk, A. M. , & Eysink, T. H. S. (2021). Analyzing socially shared regulation of learning during cooperative learning and the role of equal contribution: A grounded theory approach. Education Sciences, 11(9), . https://doi.org/10.3390/educsci11090512
Eysink, T. H. S. , van Dijk, A. M. , & de Jong, T. (2020). BE COOL! a digital learning environment to challenge and socially include gifted learners. Educational technology research and development, 68(5), 2373-2393. https://doi.org/10.1007/s11423-020-09754-9
van Dijk, A. M. , Eysink, T. H. S. , & de Jong, T. (2020). Supporting Cooperative Dialogue in Heterogeneous Groups in Elementary Education. Small group research, 51(4), 464-491. https://doi.org/10.1177/1046496419879978
van Dijk, A. M. (2017). Learning together in mixed-ability elementary classrooms. University of Twente. https://doi.org/10.3990/1.9789036544450
Gijlers, A. H. , van Dijk, A. M., Klaus, K., & Saab, N. (2017). Leren (en) communiceren tijdens het maken van een concept map: het effect van ondersteuning. Paper presented at 44e Onderwijs Research Dagen, ORD 2017, Antwerpen, Belgium.
UT Research Information System
Affiliated Study Programmes
Courses Academic Year 2021/2022
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.