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Social Sciences and Humanities

D-Index
51
Citations
17455
World Ranking
2513
National Ranking
99

Overview

Jan D. Vermunt is affiliated with the Eindhoven University of Technology in the Netherlands. Their research primarily spans the fields of Social Sciences and Psychology, with significant contributions to Education and Developmental and Educational Psychology. They have also engaged with Biomedical Engineering, Public Health, Environmental and Occupational Health, and Media Technology.

Their work addresses multiple topics related to teaching and learning practices, including innovative teaching methods, education and critical thinking development, evaluation of teaching practices, online and blended learning, biomedical and engineering education, problem and project-based learning, and innovations in medical education.

Recent publications by Vermunt feature:

  • Challenge-based learning implementation in engineering education: A systematic literature review, 2024, Journal of Engineering Education
  • University students' epistemic profiles, conceptions of learning, and academic performance, 2020, Higher Education
  • Strategies to support teachers' professional development regarding sense-making in context-based science curricula, 2020, Science Education
  • Evidence-Based Practice in Teacher Education: The Mediating Role of Self-Efficacy Beliefs and Practical Knowledge, 2020, Frontiers in Education
  • Professional learning, organisational change and clinical leadership development outcomes, 2020, Medical Education

Frequent coauthors in Vermunt's research include:

  • Gunter Bombaerts
  • Karolina Doulougeri
  • Kirsti Lonka
  • Riikka Hofmann
  • Yu Ji

Their publications have appeared regularly in venues such as Active Learning in Higher Education, Higher Education, Studies In Educational Evaluation, Higher Education Research & Development, and the Journal of Engineering Education.

Best Publications

  • Teachers’ perceptions of professional identity: an exploratory study from a personal knowledge perspective

    Douwe Beijaard;Nico Verloop;Jan D Vermunt

  • Congruence and friction between learning and teaching

    Jan D Vermunt;Nico Verloop

  • Metacognitive, cognitive and affective aspects of learning styles and strategies: a phenomenographic analysis

    J.D.H.M. Vermunt

  • The regulation of constructive learning processes

    J.D.H.M. Vermunt

  • Patterns in Student Learning: Relationships Between Learning Strategies, Conceptions of Learning, and Learning Orientations

    Jan D. Vermunt;Yvonne J. Vermetten

  • Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers

    Inge Bakkenes;Jan D. Vermunt;Theo Wubbels

  • Relations between student learning patterns and personal and contextual factors and academic performance

    Jan D. Vermunt

  • Self-Regulation in Higher Education Teacher Learning.

    I. M. Van Eekelen;H. P. A. Boshuizen;J. D. Vermunt

  • Patterns in teacher learning in different phases of the professional career

    J.D. Vermunt;Maaike Dorine Endedijk

  • Exploring teachers’ will to learn

    I.M. Van Eekelen;J.D. Vermunt;H.P.A. Boshuizen

  • A Learning Patterns Perspective on Student Learning in Higher Education: State of the Art and Moving Forward

    Jan D. Vermunt;Vincent Donche

  • Conditions for successful reflective use of portfolios in undergraduate medical education.

    Erik W Driessen;Jan van Tartwijk;Karlijn Overeem;Jan D Vermunt

  • Powerful learning environments? How university students differ in their response to instructional measures

    Yvonne J Vermetten;Jan D Vermunt;Hans G Lodewijks

  • Consistency and variability of learning strategies in different university courses

    Y.J.M. Vermetten;J.G.L.C. Lodewijks;J.D.H.M. Vermunt

  • The Role of Personality Traits and Goal Orientations in Strategy Use.

    Yvonne J. Vermetten;Hans G. Lodewijks;Jan D. Vermunt

  • Orienting Teaching Toward the Learning Process

    Olle ten Cate;Linda Snell;Karen Mann;Jan Vermunt

  • The use of qualitative research criteria for portfolio assessment as an alternative to reliability evaluation: a case study.

    E. Driessen;C. van der Vleuten;L. Schuwirth;J.W.F. van Tartwijk

  • Analysis and development of students' skill in selfregulated learning*

    Jan D. H. M. Vermunt;Frank A. W. M. Van Rijswijk

  • A longitudinal perspective on learning strategies in higher education - different view-points towards development

    Yvonne J. Vermetten;Jan D. Vermunt;Hans G. Lodewijks

  • Use of portfolios in early undergraduate medical training.

    Erik Driessen;Jan van Tartwijk;Jan D Vermunt;Cees P M van der Vleuten

Frequent Co-Authors

Nico Verloop
Nico Verloop Leiden University
Mieke Brekelmans
Mieke Brekelmans Utrecht University
Sanne Akkerman
Sanne Akkerman Utrecht University
Paulien C. Meijer
Paulien C. Meijer Radboud University
Neil Mercer
Neil Mercer University of Cambridge
John T. E. Richardson
John T. E. Richardson The Open University
David Gijbels
David Gijbels University of Antwerp
Peter Sleegers
Peter Sleegers University of Twente
Henny P. A. Boshuizen
Henny P. A. Boshuizen The Open University
Erik W. Driessen
Erik W. Driessen Maastricht University

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