dr. (Martine) M.A. Baars

dr. (Martine) M.A. Baars
Assistant Professor Erasmus School of Social and Behavioural Sciences Department of Psychology, Education & Child Studies/Educational and Developmental Psychology
Location
Burg. Oudlaan 50, Rotterdam
Room
T 13-40
Telephone
+31 10 4088669
Email
baars@essb.eur.nl

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My PhD thesis research (NWO PROO grant # 411-07-152) started in 2009 and concerned instructional strategies to improve self-monitoring and regulation of learning to solve problems in primary and secondary education. Next to investigating the accuracy of self-monitoring judgments and regulation choices while learning to solve problems in the classroom, I also investigated how generation tasks such as practice problems, training of monitoring skills and feedback could improve the accuracy of self-monitoring judgments and regulation choices. I used problem-solving tasks from the domain of math, physics and biology which were relevant and realistic in the context of primary and secondary education. I explored the role of cognitive load…

My PhD thesis research (NWO PROO grant # 411-07-152) started in 2009 and concerned instructional strategies to improve self-monitoring and regulation of learning to solve problems in primary and secondary education. Next to investigating the accuracy of self-monitoring judgments and regulation choices while learning to solve problems in the classroom, I also investigated how generation tasks such as practice problems, training of monitoring skills and feedback could improve the accuracy of self-monitoring judgments and regulation choices. I used problem-solving tasks from the domain of math, physics and biology which were relevant and realistic in the context of primary and secondary education. I explored the role of cognitive load and task complexity in the process of self-monitoring.

          After obtaining my PhD in 2014 I conducted further research on the process of self-monitoring while learning to solve problems by investigating self-explanations given by students while learning, their motivation, affect and cognitive load. I am also involved in the project “Scaffolding self-regulation: Effects on the acquisition of domain-specific skills and self-regulated learning skills”, (NWO-PROO grant # 411-12-015). In this project training monitoring and regulation skills by using video-models is investigated in secondary and higher education. As a supervisor, I am also involved in a research project about open and online education: “Students’ characteristics and their engagement and achievement in open online higher education” at the Centre for Education and Learning (CEL) of the Strategic Alliance of Leiden University, Delft University of Technology (TU Delft) and Erasmus University Rotterdam.

         

      • M.A. Baars, K. Kamermans & F. Paas (2018). The Effect of Collaborative Learning and Metacognitive support on Monitoring and Performance. Special Interest Group Metacognition, EARLI: Zurich, Switzerland.
      • M.A. Baars, K. Kamermans & F. Paas (2018). Ace Your Self-study: Using A Mobile Application to Support Self-regulated Learning. Special Interest Group Metacognition, EARLI: Zurich, Switzerland.
      • M.A. Baars, R. Van Aken & J. Stelpstra (2018). Better Together: Collaborative Learning. Community of Learning and Innovation: Rotterdam, The Netherlands.
      • M.A. Baars & C. Glahn (2018). Mobile Learning. Center for Education and Learning, CEL LDE, Annual meeting: Den Haag, The Netherlands.
      • M.A. Baars & F. Paas (2017). Ace your self-study. Mobile application: Erasmus University Rotterdam.
      • M.A. Baars, C. Leopold & F. Paas (2017). Explain yourself: Self-explaining to improve monitoring when learning to solve problems. AERA conference: San Antonio, USA.
      • M.A. Baars, L. Wijnia & F. Paas (2017). The Influence of Affect and Motivation on Self-regulated Learning When Learning to Solve Problems in Secondary Education. Conference by EARLI: Tampere, Finland.
      • M.A. Baars & L. Wijnia (2017). Autonomous and controlled motivation and their relation with task-specific self-regulated learning. Conference of the American Educational Research Association (AERA): San Antonio, USA.
      • M.A. Baars & L. Wijnia (2016). Motivational profiles and their relation with task-specific self-regulated learning. Paper presented at EARLI-SIG 16 Metacognition: Nijmegen, the Netherlands..
      • M.A. Baars & L. Wijnia (2016). The will and the skill: Motivatieprofielen en de relatie met het trainen van zelfregulatievaardigheden [The will and the skill: Motivational profiles and their relationship with the training of self-regulatory skills]. Paper presented at the Onderwijs Research Dagen: Rotterdam, the Netherlands.
      • M.A. Baars, T. van Gog, A.B.H. De Bruin & F. Paas (2016). High school self-monitoring, regulation and learning when solving problems and studying worked examples. International Cognitive Load Theory Conference: Bochum, Germany.
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Completion of partially worked-out examples as a generation strategy to improve monitoring accuracy. EARLI Conference: München, Germany (2013, augustus 31).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Completion of partially worked-out examples leads to underestimation of future test performance. Cognitive Load Conference: Toulouse, France (2013, juni 26).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Effects of immediate and delayed problem solving after worked example study on primary school children¿s monitoring accuracy. EARLI Conference: München, Germany.
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2013). Completion of partially worked-out examples leads to underestimation of future test performance. Onderwijs Research Dagen: Brussel, Belgium (2013, mei 30).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Using Self-testing to Improve Monitoring Accuracy When Studying Worked Examples in Primary Education. Special Interest Group meeting EARLI: Milaan (2012, september 6).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Fostering self-monitoring and self-regulation when learning to solve problems. Symposium Improving Metacognitive Skills: Maastricht (2012, september 28).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Accuracy of Judgments of Learning and restudy choices when studying worked examples. AERA: Vancouover, Canada (2012, april 14).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Completion of partially worked-out examples leads to underestimation of future test performance. Graduate Research Day Psychology Erasmus University Rotterdam: Rotterdam (2012, oktober 4).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Using self-test to improve monitoring accuracy when studying worked examples in primary education. Onderwijs Research Dagen: Wageningen (2012, juni 22).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Accuracy of immediate and delayed comprehension judgments about problem solving tasks. AERA: Vancouver, Canada (2012, april 16).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2012). Accuracy of immediate and delayed Judgments of Learning in worked examples and problem solving tasks. Cognitive Load Conference: Tallahassee, USA (2012, april 11).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Using self-test to improve monitoring accuracy when studying worked examples. ICO National Fall School: Eindhoven (2011, oktober 6).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Accuracy of immediate and delayed Judgments of Learning when studying worked examples. JURE: Exeter, UK (2011, augustus 29).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Accuracy of immediate and delayed Judgments of Learning about problem solving tasks. Onderwijs Research Dagen: Maastricht (2012, juni 23).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2011). Accuracy of immediate and delayed Judgments of Learning in worked examples and problem solving. EARLI: Exeter (2011, augustus 29).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2010). Accuracy of immediate and delayed Judgments of Learning during problem solving. EARLI Special Interest Groups Instructional Design and Learning and Instruction with Computers: Ulm, Germany (2010, augustus 28).
      • M.A. Baars, T. van Gog, A. De Bruin & F. Paas (2010). Accuracy of immediate and delayed Judgments of Learning when solving problems. Graduate Research Day Psychology Erasmus University Rotterdam: Rotterdam (2010, september 30).
  • Diagnosis of Learning Disabilities

    Title
    Diagnosis of Learning Disabilities
    Year
    2018
    Year level
    (Bachelor 3) (Bachelor 3)

    Understanding DLYIXSEA & DY5C4LCUL14

    Title
    Understanding DLYIXSEA & DY5C4LCUL14
    Year
    2018
    Year level
    (Bachelor 3) (Bachelor 3)
  • Assistant Professor

    University
    Erasmus University Rotterdam
    School
    Erasmus School of Social and Behavioural Sciences
    Department
    Department of Psychology, Education & Child Studies/Educational and Developmental Psychology
    Country
    Nederland
    Telephone
    +31 10 4088669

Address

Visiting address

Burg. Oudlaan 50 3062 PA Rotterdam

Postal address

Postbus 1738 3000 DR Rotterdam