Scientific staff

Dr. B.J. (Bas) Kollöffel

Contact information:

Room: Cubicus Building room C239a
Phone: +31 53 489 1066
Email: b.j.kolloffel@utwente.nl

Short bio

Bas Kollöffel studied educational psychology at the Radboud University Nijmegen (NL) and graduated on a model predicting the occurrence of metacognitive processes as a function of time. He received a PhD from the University of Twente (NL) on a study about the effects of representational format in inquiry learning with computer simulations. Since 2009, much of his research focused on technology-based learning in vocational education. As of September 1, 2015, Bas is appointed as Assistant professor in Professional learning in organizations.

Teaching:

Coordinator:

  • Department of Educational Science (OWK): coordinator of HRD education
  • Course: Innovative Technology-Based Learning Environments (201400002)
  • Course: Trending topics in Educational Science and Technology (201200034)

Teacher:

  • Designing for learning in schools and organizations (201300068)
  • Innovative Technology-Based Learning Environments (201400002)
  • Professional learning in organizations (201500001)
  • Research proposal EST (201200035)
  • Trending topics in Educational Science and Technology (201200034)
  • Supervising Bachelor and Master thesis projects Educational Sciences & Technology and Psychology

Projects

Running projects:

Project: Fostering student’s innovative capacity in undergraduate Building Technology Education (BTE)

Role: Co-promoter.

Duration: 2015-2019

Current status project: Running.

This project aims at developing teaching for learning strategies for the stimulation of students’ technological innovative capacities in Building Technology Education. (PhD candidate: A.R. Ovbiagbonhia M.Sc.; Promoter: Prof. dr. P.J. den Brok; Co-promoteres: Dr. B.J. Kollöffel; Mrs. Dr. M.V.C. Wolvensberger)

Completed projects:

Project: Go-Lab

Role: Researcher.

Duration: 2012-2016.

Current status project: Running.

Learning by Experience. The Go-Lab Project (Global Online Science Labs for Inquiry Learning at School) opens up online science laboratories/ remote and virtual labs for the large-scale use in education. Its technical framework – the Go-Lab Portal - offers students the opportunity to perform personalized scientific experiments with online labs, whereas teachers may enrich their classroom activities with demonstrations and disseminate best practices in a web-based pedagogic community (see also http://golabz.eu or http://go-lab-project.eu/).


Project: Effects of simulation-based inquiry learning in secondary vocational engineering education

Role: Researcher and developer of learning materials.

Duration: 2009-2013.

Current status project: Completed.

This project focused on the effects of simulation-based inquiry learning in intermediate level technical vocational education, in particular electrical and mechanical engineering instruction. This project was funded by Kennisnet and the studies were performed in close cooperation with ROC van Twente.


Project: Educational data mining

Role: Researcher.

Duration: 2005-2008.

Current status project: Completed.

The aim of the project was to develop systems that automatically analyze and interpret learners’ actions and communication on a real-time basis, and to help learners, groups of learners, and teachers to regulate the ongoing learning and communication processes.


Project: Effects of representational format in simulation-based inquiry learning

Role: Researcher/PhD Candidate.

Duration: 2004-2008.

Current status project: Completed.

The project focused on the effects of representational formats in simulation-based inquiry learning in the domain of combinatorics and probability theory. It studied how various formats influence processes of understanding, externalization (that is, learners expressing their knowledge), and communication between learners. This project was funded by the Netherlands Organisation for Scientific Research (NWO) (Project No. 411-02-162).

Research interests

Instructional technology; effects of learning; transfer of learning; design and usability of online learning environments; external representations; cognitive styles and abilities; motivation and achievements goals; feedback; metacognition.

Selected publications

  • Kollöffel, B., & de Jong, T. (In press). Can performance feedback during instruction boost knowledge acquisition? Contrasting criterion-based and social comparison feedback. Interactive Learning Environments.
  • Kollöffel, B., & de Jong, T. (2013a). Conceptual understanding of electrical circuits in secondary vocational engineering education: Combining traditional instruction with inquiry learning in a virtual lab. Journal of Engineering Education, 102(3), 375-393. doi: 10.1002/jee.20022
  • Kollöffel, B., & de Jong, T. (2013b). Onderzoekend leren met simulaties in het middelbaar technisch beroepsonderwijs: Eindrapport onderzoeksproject. Zoetermeer: Kennisnet.
  • Kollöffel, B. (2012). Exploring the relation between visualizer-verbalizer cognitive styles and performance with visual or verbal learning material. Computers & Education, 58(2), 697-706. doi: 10.1016/j.compedu.2011.09.016
  • Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2011a). Comparing the effects of representational tools in collaborative and individual inquiry learning. International Journal of Computer-Supported Collaborative Learning, 6(2), 223-251. doi: 10.1007/s11412-011-9110-3
  • Anjewierden, A., Gijlers, H., Kolloffel, B., Saab, N., & de Hoog, R. (2011b). Examining the relation between domain-related communication and collaborative inquiry learning. Computers & Education, 57(2), 1741-1748. doi: http://dx.doi.org/10.1016/j.compedu.2011.03.010
  • Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2010a). De rol van externe representaties bij onderzoekend leren met computersimulaties [The role of external representations in simulation-based inquiry learning]. Pedagogische Studiën, 87(1), 51-65.
  • Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2010b). The influence of learner-generated domain representations on learning combinatorics and probability theory. Computers in Human Behavior, 26(1), 1-11.
  • Kolloffel, B., Eysink, T. H. S., & de Jong, T. (2010c). The role of external representations in learning combinatorics and probability theory. In L. Verschaffel, E. de Corte, T. de Jong & J. Elen (Eds.), Use of representations in reasoning and problem solving: Analysis and improvement (pp. 169-190). London: Routledge.
  • Kolloffel, B., Eysink, T. H. S., de Jong, T., & Wilhelm, P. (2009). The effects of representational format on learning combinatorics from an interactive computer-simulation. Instructional Science, 37, 503-517.
  • Eysink, T. H. S., de Jong, T., Berthold, K., Kolloffel, B., Opfermann, M., & Wouters, P. (2009). Learner performance in multimedia learning arrangements: An analysis across instructional approaches. American Educational Research Journal, 46, 1107-1149.
  • Kolloffel, B. (2008). Getting the picture: The role of external representations in simulation-based inquiry learning. Doctoral dissertation. Enschede, The Netherlands: University of Twente (Electronic version available at: http://purl.org/utwente/60341 ).
  • Anjewierden, A., Kolloffel, B., & Hulshof, C. (2007). Towards educational data mining: Using data mining methods for automated chat analysis to understand and support inquiry learning processes. In C. Romero, M. Pechenizikiy, T. Calders & S. R. Viola (Eds.), Applying data mining in e-learning (pp. 23-32). Proceedings of the International Workshop on Appling Data Mining in e-Learning (ADML’07). Crete, Greece, September 2007.
  • Kolloffel, B., Eysink, T., & de Jong, T. (2007a, April). Getting the picture: The effects of representational format on combinatorics learning. Paper presented at the Annual meeting of the AERA, Chicago, IL, USA.
  • Kolloffel, B., Eysink, T., & de Jong, T. (2007b). The influence of representational format on learner-generated domain representations and mathematical achievement. Paper presented at the EARLI 2007 conference, Budapest, Hungary, August 28 - September 1st, 2007.
  • de Jong, F., Kolloffel, B., van der Meijden, H., Kleine Staarman, J., & Janssen, J. (2005). Regulative processes in individual, 3D and computer supported cooperative learning contexts. Computers in Human Behavior, 21, 645-670.
  • Kolloffel, B., de Jong, T., & Eysink, T. (2005). The effects of representational format in simulation-based inquiry learning. In C. P. Constantinou, D. Demetriou, A. Evagorou, M. Evagorou, A. Kofteros, M. Micheal, C. Nicolaou, D. Papademetriou & N. Papadouris (Eds.), Integrating Multiple Persectives on Effective Learning Environments. Nicosia: University of Cyprus.