From March 1. 2022 Wilfried Admiraal is working as full professor Technology Enhanced Teaching and Learning at the Centre for the Study of Professions. His research interest combines the areas of teaching, technology and social psychology in secondary and higher education including:
• Learner and teacher engagement in online, blended and hybrid learning
• Game-based teaching and gamification
• Learner engagement in virtual and augmented realities
• Teaching with mobile technology
• Learner-learner interaction in online education
• Teacher-learner relationships in blended learning
• Teacher professional development in online teaching
He supervises some 30 PhDs and published over 200 international peer-reviewed journal articles. He is editor of
• Teaching and Teacher Education
• Learning and Instruction
• Educational Psychology
• The European Educational Researcher
• International Journal on Studies in Education
• International Journal of Research in Education and Science.
More information on his personal homepage: https://sites.google.com/site/wilfriedadmiraal/.
Publikasjoner og forskningsresultater
Tunggyshbay, Meiirbek; Balta, Nuri; Admiraal, Wilfried (2023). Flipped classroom strategies and innovative teaching approaches in physics education: A systematic review. EURASIA Journal of Mathematics, Science and Technology Education . Vol. 19.
Zenouzagh Mohammadi, Zohre; Admiraal, Wilfried; Saab, Nadira (2023). Learner autonomy, learner engagement and learner satisfaction in text-based and multimodal computer mediated writing environments. Education and Information Technologies : Official Journal of the IFIP technical committee on Education . Vol. first online.
Kusters, Max; van der Rijst, Roeland; de Vetten, Arjen; Admiraal, Wilfried (2023). University lecturers as change agents: How do they perceive their professional agency?. Teaching and Teacher Education : An International Journal of Research and Studies . Vol. 127.
Falcon, Samuel; Admiraal, Wilfried; Leon, Jaime (2023). Teachers’ engaging messages and the relationship with students’ performance and teachers’ enthusiasm. Learning and Instruction . Vol. 86.
Admiraal, Wilfried; Røberg, Karl Ingar Kittelsen (2023). Teachers’ job demands, resources and their job satisfaction: Satisfaction with school, career choice and teaching profession of teachers in different career stages. Teaching and Teacher Education : An International Journal of Research and Studies . Vol. 125.
Zhou, Na; Tigelaar, Dineke; Admiraal, Wilfried (2023). Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes. Studies in Continuing Education . Vol. 45.
Admiraal, Wilfried (2023). Teachers’ work conditions and their job satisfaction in primary and secondary education. International Journal on Studies in Education. Vol. 5.
Wei, Xiaomei; Saab, Nadira; Admiraal, Wilfried (2023). Do learners share the same perceived learning outcomes in MOOCs? Identifying the role of motivation, perceived learning support, learning engagement, and self-regulated learning strategies. The Internet and Higher Education . Vol. 56.
Zhou, Na; Tigelaar, Dineke; Admiraal, Wilfried (2022). The relationship between vocational teachers’ motivational beliefs and their engagement in work placement. Journal of Vocational Education and Training . Vol. first online.
Smit, Ben; Meirink, Jacobiene; Tigelaar, Dineke; Berry, Amanda; Admiraal, Wilfried (2022). Principles for school student participation in pre-service teacher action research: A practice architectures perspective. Educational Action Research . Vol. first online.
De Jong, Loes; Vaessen, Annabel; Admiraal, Wilfried; Schenke, Wouter (2022). Duurzame ontwikkeling van de school als professionele leergemeenschap. ISBN: 978-94-6321-161-1. 64 s.
Pengyue, Guo; Admiraal, Wilfried; Van der Rijst, Roeland (2022). Hybrid approaches to teaching in higher education. 47 s.
van Leeuwen, Anouschka; Post, Lysanne; Lockhorst, Ditte; Admiraal, Wilfried; Kester, Liesbeth (2022). Digitale Oefenprogramma’s, En Nu? Ondersteuning voor docenten bij het gebruik van leerlinggegevens uit digitale oefenprogramma’s voor instructie en feedback in de klas. 88 s.
Oolbekkink, Helma; Van der Steen, Janneke; Buijs, Edwin; Opstoel, Katrijn; Schenke, Wouter; Admiraal, Wilfried (2022). Kennisbenutting in scholen. Impact van onderwijsonderzoek in kaart gebracht. 53 s.
Admiraal, Wilfried (2023). Online, hybrid, blended and technology-enhanced teaching and learning in higher education. International Conference on Educational Development. Trends and Challenges in Medical and Health Sciences Education. Semmelweis University Budapest.
Admiraal, Wilfried (2023). A cross-country perspective on teachers’ working conditions in school and their job satisfaction in the Nordics. Annual meeting Nordic Educational Research Association. Nordic Educational Research Association.
Røe, Yngve; Admiraal, Wilfried (2023). The digital competence of students in physiotherapy education. NERA 2023.
Admiraal, Wilfried (2023). Navolgbaarheid. De Nieuwe Meso Online. Vol. 2023.
Admiraal, Wilfried (2023). Stop the teaching profession eating its young: Invest in research on novice teachers. The European Educational Researcher. Vol. 6.
Admiraal, Wilfried; Guo, Pengyue; Van der Rijst, Roeland (2022). Students’ and teachers’ perceptions of hybrid teaching in university: a multiple case study from the Netherlands. European Conference on E-Learning. ACI.
Admiraal, Wilfried (2022). Break out your room? On technology-enhanced teaching and learning, students’ sense of belonging and their engagement. Inaugural lecture. Oslo Metropolitan University - SPS.
Admiraal, Wilfried; Guo, Pengyue; Van der Rijst, Roeland (2022). The value of hybrid approaches to teaching in higher education. European Conference on Educational Research (ECER). EERA.
Admiraal, Wilfried (2022). Early-career teachers’ workplace support and their feelings of distress. European Conference on Educational Research (ECER). EERA.
Admiraal, Wilfried (2022). Break out your room! Betrokkenheid van leerlingen, studenten en docenten in online onderwijs. Onderwijsresearchdagen. Universiteit Hasselt.