Autonomous learning behavior is an important skill for students, but they often do not master it sufficiently. We investigated the potential of nudging as a teaching strategy in tertiary education to support three important autonomous learning behaviors: planning, preparing for class, and asking questions. Nudging is a strategy originating from behavioral economics used to influence behavior by changing the environment, and consists of altering the choice environment to steer human behavior. In this study, three nudges were designed by researchers in co-creation with teachers. A video booth to support planning behavior (n = 95), a checklist to support class preparation (n = 148), and a goal-setting nudge to encourage students to ask questions during class (n = 162) were tested in three field experiments in teachers’ classrooms with students in tertiary education in the Netherlands. A mixed-effects model approach revealed a positive effect of the goal-setting nudge on students’ grades and a marginal positive effect on the number of questions asked by students. Additionally, evidence for increased self-reported planning behavior was found in the video booth group—but no increase in deadlines met. No significant effects were found for the checklist. We conclude that, for some autonomous learning behaviors, primarily asking questions, nudging has potential as an easy, effective teaching strategy.
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BackgroundCardiovascular disease (CVD) prevention guidelines stress the importance of smoking cessation and recommend intensive follow-up. To guide the development of such cessation support strategies, we analysed the characteristics that are associated with successful smoking cessation after an acute coronary syndrome (ACS).MethodsWe used data from the Randomised Evaluation of Secondary Prevention for ACS patients coordinated by Outpatient Nurse SpEcialists (RESPONSE) trial (n = 754). This was designed to quantify the impact of a nurse-coordinated prevention program, focusing on healthy lifestyles, traditional CVD risk factors and medication adherence. For the current analysis we included all smokers (324/754, 43 %). Successful quitters were defined as those who reported abstinence at 1 year of follow-up.ResultsThe majority of successful quitters quit immediately after the ACS event and remained abstinent through 1 year of follow-up, without extra support (128/156, 82 %). Higher education level (33 vs. 15 %, p < 0.01), no history of CVD (87 vs. 74 %, p < 0.01) and being on target for LDL-cholesterol level at 1 year (78 vs. 63 %, p < 0.01) were associated with successful quitting.ConclusionThe majority of successful quitters at 1 year stopped immediately after their ACS. Patients in this group showed that it was within their own ability to quit, and they did not relapse through 1 year of follow-up. Our study indicates that in a large group of patients who quit immediately after a life-threatening event, no relapse prevention program is needed.
The present study focuses on the level of stress a teacher perceives when dealing with the most behaviorally challenging student in his or her classroom. To measure stress in Dutch elementary classrooms, a sample was drawn of 582 teachers. Two questions concerning this relation between student and teacher will be addressed. First of all, we focus on background variables of teachers and students as sources of variation in explaining the magnitude of challenging student behavior and the associated level of stress teachers experience. The second topic of this paper is to accommodate the potentially stressful relationship between student and teacher in a wider network of surrounding variables, which are, Self-efficacy, Negative affect, Autonomy in taking decisions, and Support amongst colleagues. To evaluate the presence of challenging behavior, the behavior of the student is related to more general variables like student responsibility, class size and ratio of boys to girls. We close our paper by assessing the validity of the studied relationship between teacher and student with respect to possible burnout.
Door producten en diensten inclusief te ontwerpen kunnen ontwerpers een belangrijke bijdrage leveren aan een inclusievere samenleving, waarin iedereen op eigen wijze kan participeren. In AID gaan negen mkb-ontwerpbureaus Afdeling Buitengewone Zaken (A/BZ), theRevolution, Design Innovation Group, Greenberry, Ideate, Keen Public, Muzus, Netrex Internet Solutions (Leer Zelf Online) en Vrienden van verandering) die rijke maar uiteenlopende ervaring hebben met inclusief ontwerpen op zoek naar antwoorden op de vraag hoe hun vermogen voor inclusief ontwerpen kan worden versterkt. Ze doen dit middels actie-onderzoek in hun eigen beroepspraktijk en door hun ervaringen te delen met onderzoekers, docenten en co-ontwerpers in een ‘learning community’.
In the last decade, the automotive industry has seen significant advancements in technology (Advanced Driver Assistance Systems (ADAS) and autonomous vehicles) that presents the opportunity to improve traffic safety, efficiency, and comfort. However, the lack of drivers’ knowledge (such as risks, benefits, capabilities, limitations, and components) and confusion (i.e., multiple systems that have similar but not identical functions with different names) concerning the vehicle technology still prevails and thus, limiting the safety potential. The usual sources (such as the owner’s manual, instructions from a sales representative, online forums, and post-purchase training) do not provide adequate and sustainable knowledge to drivers concerning ADAS. Additionally, existing driving training and examinations focus mainly on unassisted driving and are practically unchanged for 30 years. Therefore, where and how drivers should obtain the necessary skills and knowledge for safely and effectively using ADAS? The proposed KIEM project AMIGO aims to create a training framework for learner drivers by combining classroom, online/virtual, and on-the-road training modules for imparting adequate knowledge and skills (such as risk assessment, handling in safety-critical and take-over transitions, and self-evaluation). AMIGO will also develop an assessment procedure to evaluate the impact of ADAS training on drivers’ skills and knowledge by defining key performance indicators (KPIs) using in-vehicle data, eye-tracking data, and subjective measures. For practical reasons, AMIGO will focus on either lane-keeping assistance (LKA) or adaptive cruise control (ACC) for framework development and testing, depending on the system availability. The insights obtained from this project will serve as a foundation for a subsequent research project, which will expand the AMIGO framework to other ADAS systems (e.g., mandatory ADAS systems in new cars from 2020 onwards) and specific driver target groups, such as the elderly and novice.
In een circulaire economie worden producten en grondstoffen hergebruikt. Er is geen sprake van afval maar van grondstoffen. Bedrijven die circulair ondernemen kiezen bewust voor hernieuwbare hulpbronnen of zorgen dat de materialen optimaal kunnen worden hergebruikt of hoogwaardig gerecycled. Een circulair bedrijfsmodel vraagt veelal om een andere financieringsconstructie. Zo hebben producten die worden hergebruikt of op hoogwaardige wijze worden gerecycled altijd een financiële restwaarde. Deze dient inzichtelijk te zijn en afgestemd te worden met de verschillende ketenpartners en met financiers. De financieringsbehoefte van een onderneming verandert ook als een bedrijf ervoor kiest om producten niet te verkopen, maar via een overeenkomst beschikbaar te stellen aan gebruikers. Mkb-bedrijven die circulair willen gaan ondernemen, geven aan problemen te ondervinden bij het vinden van passende financiering voor hun circulaire bedrijfsmodel. Zij hebben behoefte aan nieuwe kennis over hoe zij hun financiering moeten organiseren om niet alleen circulair maar ook winstgevend te ondernemen. Uit gesprekken en workshops met bedrijven, zijn de volgende praktijkvragen naar voren gekomen: 1. hoe kunnen we de financiële (rest)waardes van onze producten bepalen en verbinden aan zakelijke afspraken over hergebruik en recycling? 2. hoe kunnen we financiële contracten opstellen met ketenpartners waardoor gebruikers worden gefaciliteerd en gestimuleerd om producten opnieuw te gebruiken en te recyclen? 3. hoe kunnen we financiering aantrekken en wat betekent dit voor onze onderneming en samenwerking binnen de logistieke keten? Onder leiding van het Windesheim lectoraat Supply Chain Management wordt in dit project in een consortium met Stenden, University of Aruba, Sustainable Finance Lab (verbonden aan Universiteit Utrecht), Ilab Green PAC, Bureau Innovatie, MKB-ondernemingen en financiers onderzoek gedaan naar financieringsmogelijkheden binnen de circulaire logistieke keten. De resultaten van dit casestudieonderzoek worden breed gedeeld met bedrijven en onderwijs via masterclasses en lesprogramma's.
