© 2000

New Learning

  • Robert-Jan Simons
  • Jos van der Linden
  • Tom Duffy

Table of contents

  1. Front Matter
    Pages i-viii
  2. Robert-Jan Simons, Jos van der Linden, Tom Duffy
    Pages 1-20
  3. New Learning, Technologies and Assessment

    1. Bernadette van Hout-Wolters, Robert-Jan Simons, Simone Volet
      Pages 21-36
    2. Jos van der Linden, Gijsbert Erkens, Henk Schmidt, Peter Renshaw
      Pages 37-54
    3. Gellof Kanselaar, Jerry Andriessen, Ton de Jong, Peter Goodyear
      Pages 55-81
    4. Bernadette van Hout-Wolters
      Pages 83-99
    5. Karel Stokking, Marinus Voeten
      Pages 101-118
  4. Domain-related Issues of New Learning

    1. Johan van der Sanden, Jan Terwel, Stella Vosniadou
      Pages 119-140
    2. Geert ten Dam, Fons Vernooij, Monique Volman
      Pages 141-156
    3. Gert Rijlaarsdam, Michel Couzijn
      Pages 157-189
    4. Ton Mooij, Jan Terwel, Günther Huber
      Pages 191-208
  5. New Instruction, Teaching and Teacher Education

    1. Jan Vermunt, Lieven Verschaffel
      Pages 209-225
    2. Mieke Brekelmans, Peter Sleegers, Barry Fraser
      Pages 227-242
    3. Fred Korthagen, Cees Klaassen, Tom Russell
      Pages 243-259
    4. Douwe Beijaard, Nico Verloop, Theo Wubbels, Sharon Feiman-Nemser
      Pages 261-274
  6. Back Matter
    Pages 275-279

About this book


The book you are now reading aims to bring together research and theory on "new learning, "which is te term used to refer to the new learning outcomes, new kinds of learning processes, and new instructional methods both wanted by society and currently stressed in psychological and educational theory. Many people keep asking about “new learning.” Is it really a new way of learning? Are there really new learning outcomes? Is this current fad really different from the other kinds of learning propagated by such traditional school innovators as Montessori, Dewey, Steiner, or Freinet? Of course, there are some similarities between the attention now being paid to new ways of learning and new learning outcomes and previous efforts. We believe, however, that at least three important differences exist. First, there is much more attention to the role of active, independent, and self-directed learning than before. Many more schools and teachers are involved in such efforts than in the twenties or the sixties, for example. Many governments are stimulating active ways to learn. Employers and employee organizations are — for various reasons — now in favor of active learning in school and on the job. This is clearly related to increased recognition of the importance of and need for life-long learning and what are now called “learning organizations” as a result of rapidly changing societies and economies.


attention collaborative learning education learning teacher education

Editors and affiliations

  • Robert-Jan Simons
    • 1
  • Jos van der Linden
    • 2
  • Tom Duffy
    • 3
  1. 1.University of NijmegenThe Netherlands
  2. 2.University of UtrechtThe Netherlands
  3. 3.UnextUSA

Bibliographic information