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The project Stimu-learning pursues two goals. The first research goal stems from the social and economic need for graduates with the necessary learning competences (LC). In addition, the current situation in the department of Education and Training (large groups and less contact hours) also requires more attention for the development of LC among students. Students can develop these skills through an adequate learning environment and sufficient training opportunities. The first goal is therefore to develop data-informed interventions that promote LC among first and second year students and to investigate the effects on the development of this LC. The project addresses this through a design study in which professors develop interventions in Teacher Design Teams (TDTs). They are supported by e.g. a situation analysis of their own students. We will set up a quasi-experimental, multi-cohort investigation and make use of stimulated recall, focus groups and questionnaire research.

The second objective concerns the TDTs. Research shows that the quality of interventions developed in teams is also determined by process factors that play a role 'in' and 'between' participants. In the context of TDTs, the role of process factors receives little attention. That is why as our second goal, we explore the relationship between interpersonal and intrapersonal factors and outcome measures, such as team effectiveness. To this end, we set up a mixed-method study with interviews, log analysis and questionnaire research. Insights from the research will be used to develop a model around TDTs and to improve support of TDTs.