Mouw, Dr. J.M. (Jolien)

Jolien Mouw is an educational scientist and conducts research on teaching and learning technologies. In her research and teaching, Mouw focuses on interactive learning, targeted teaching innovation, and teaching design involving learning technologies. In particular, she looks at how augmented and virtual reality can play a role in educating current and prospective teachers. She also focuses on training and professionalizing (future) educators in primary and higher education.

With her research, Mouw aims to answer questions such as ‘how can teachers incorporate learning technologies into their lessons?’, ‘which skills do teachers need to be able to teach with these technologies?’, and ‘what are the conditions for effective student learning when using these technologies?’ Mouw believes that these questions can help shape the future of education.

Mouw has won the Dutch Education Award 2024 for the project 'Order in the classroom with Virtual Reality'. In this project future teachers can practise ‘pre-school management skills’ such as quietening the class, anticipating behaviour and learning to react. The project is currently implemented at multiple universities of Applied Sciences and at the academic primary education teacher-training programme at UG.

University of Groningen nominated for the Dutch Education Award

Jolien Mouw uses VR to train future educators

New Young Academy Groningen member 2022: Jolien Mouw

Training new teachers with Virtual Reality

Previously in the news

More information

Jolien Mouw

Publications

2024

Brummer, L., de Boer, H., Mouw, J., & Strijbos, J. W. (2024). A meta-analysis of the effects of context, content, and task factors of digitally delivered instructional feedback on learning performance. Learning Environments Research. Advance online publication. https://doi.org/10.1007/s10984-024-09501-4

Nguyen, H., Mouw, J., Mali, A., Strijbos, J.-W., & Korpershoek, H. (2024). Developing a Technological Pedagogical and Content Knowledge (TPACK) survey for university teachers. Computers and Education Open, 7, Article 100202. https://doi.org/10.1016/j.caeo.2024.100202

2023

Mouw, J., Fokkens-Bruinsma, M., Kupers, E., & Korpershoek, H. (2023). Technology-supported teaching in times of COVID-19’s first period of emergency remote teaching: an exploratory analysis of influencing factors. Educational Psychology, 43(5), 561-581. https://doi.org/10.1080/01443410.2023.2208789

2022

Mouw, J., Doosje, I., & Jansen, M. (Eds.) (2022). Blijvend vernieuwen: Uitdagingen en oplossingsrichtingen voor het hoger onderwijs van de toekomst: Gebundelde uitkomsten van de Solution Rooms 2022. ComeniusNetwerk.

Bouwer, R., Doosje, I., Mouw, J., & Savelberg, H. (Eds.) (2022, Jul 1). Gedreven door onderwijs: Tien portretten van bevlogen docenten in het hoger onderwijs. ComeniusNetwerk.

Korpershoek, H., Mouw, J., & de Boer, H. (2022). International Research on the Foci and Effectiveness of Classroom Management Programs and Strategies. In E. J. Sabornie, & D. L. Espelage (Eds.), Handbook of Classroom Management (3 ed., pp. 350-372). Routledge. https://doi.org/10.4324/9781003275312-22

Kupers, E., Mouw, J., & Fokkens-Bruinsma, M. (2022). Teaching in times of COVID-19: A mixed-method study into teachers’ teaching practices, psychological needs, stress, and well-being. Teaching and Teacher Education, 115, Article 103724. https://doi.org/10.1016/j.tate.2022.103724

Mouw, J., & Fokkens-Bruinsma, M. (2022). When technology meets educational sciences: Combining virtual reality and microteaching to train pre-service teachers’ kindergarten classroom management strategies. In Proceedings of the 8th International Conference on Higher Education Advances (HEAd’22). (pp. 1043-1050). Universitat Politècnica de València. https://doi.org/10.4995/HEAd22.2022.14618

2021

Korpershoek, H., Mouw, J., & de Boer, H. (2021, Nov). Nóg meer grip op de groep. (9 ed.) Didactief Online.

Mouw, J., van Lin, R., & Doosje, I. (Eds.) (2021). Perspectieven op kwaliteit: Oplossingsrichtingen voor het hoger onderwijs van de toekomst: Gebundelde uitkomsten van de Solution Rooms 2021. ComeniusNetwerk.

2020

Mouw, J., Saab, N., Gijlers, H., Hickendorff, M., van Paridon, Y., & Van den Broek, P. (2020). The differential effect of perspective-taking ability on profiles of cooperative behaviours and learning outcomes. Frontline Learning Research, 8(6), 88 - 113. https://doi.org/10.14786/flr.v8i6.633

Mouw, J. M., Fokkens-Bruinsma, M., & Verheij, G.-J. (2020). Using Virtual Reality to promote pre-service teachers’ classroom management skills and teacher resilience: A qualitative evaluation. In J. Domenech, P. Merello, E. de la Poza, & R. Peña-Ortiz (Eds.), Proceedings of the 6th International Conference on Higher Education Advances (HEAd’20). (pp. 325-332). Universitat Politècnica de València. https://doi.org/10.4995/HEAd20.2020.11049

2019

Mouw, J. M., Van Leijenhorst, L., Saab, N., Danel, M. S., & van den Broek, P. (2019). Contributions of emotion understanding to narrative comprehension in children and adults. European Journal of Developmental Psychology, 16(1), 66-81. https://doi.org/10.1080/17405629.2017.1334548

Mouw, J. M., Saab, N., Janssen, J., & Vedder, P. (2019). Quality of group interaction, ethnic group composition, and individual mathematical learning gains. Social Psychology of Education, 22(2), 383-403. https://doi.org/10.1007/s11218-019-09482-w

Mouw, J., Saab, N., Pat-El, R., & Van den Broek, P. (2019). Student- and Task-Related Predictors of Primary-School Students’ Perceptions of Cooperative Learning Activities. Pedagogische Studiën, 96(2), 98-122.

2018

Mouw, J. (2018). In de schoenen van de ander: De rol van inlevingsvermogen bij het samenwerkend leren. DaltonVisie, 12-15.

Mouw, J. (2018). Stepping in another’s shoes: The role of primary-school children’s perspective-taking abilities during cooperative learning. [Thesis fully external, Faculty of Social Sciences, Leiden University, Leiden].

2017

Porteous, J., Charles, F., Smith, C., Cavazza, M., Mouw, J., & Van Den Broek, P. (2017). An interactive narrative platform for story understanding experiments. In E. Durfee, M. Winikoff, K. Larson, & S. Das (Eds.), 16th International Conference on Autonomous Agents and Multiagent Systems, AAMAS 2017 (pp. 1808-1810). (Proceedings of the International Joint Conference on Autonomous Agents and Multiagent Systems, AAMAS; Vol. 3). International Foundation for Autonomous Agents and Multiagent Systems (IFAAMAS).

Porteous, J., Charles, F., Smith, C., Cavazza, M., Mouw, J., & van Den Broek, P. (2017). An Interactive Narrative Platform for Story Understanding Experiments (Demonstration). In S. Das, E. Durfee, K. Larson, & M. Winikoff (Eds.), Proceedings of the 16th International Conference on Autonomous Agents and Multiagent Systems (AAMAS 2017), S. Das, E. Durfee, K. Larson, M. Winikoff (eds.), May 8–12, 2017, São Paulo, Brazil. (pp. 1808-1810)

Porteous, J., Charles, F., Smith, C., Cavazza, M., Mouw, J., & Van den Broek, P. (2017). Using Virtual Narratives to Explore Children's Story Understanding. In S. Das, E. Durfee, K. Larson, & M. Winikoff (Eds.), Proceedings of the 16th Conference on Autonomous Agents and MultiAgent Systems (pp. 773-781)

2016

Van den Broek, P., Mouw, J., & Kraal, A. (2016). Individual differences in reading comprehension. In P. Afflerbach (Ed.), Handbook of individual differences in reading: Text and context (1 ed., pp. 138-150). Routledge.

2013

Van der Schoot, R., Yerkes, M. A., Mouw, J. M., & Sonneveld, H. (2013). What took them so long? Explaining PhD delays among doctoral candidates. PLoS ONE, 8(7), Article e68839. https://doi.org/10.1371/journal.pone.0068839

Last modified:

04 September 2024 3.20 p.m.

View this page in: Nederlands