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This article describes experiences of 610 Dutch students and 241 students from other European countries who studied at least three months abroad within the framework of an international exchange program. The Dutch students went to a university in another European country and the foreign students went to a Dutch university. By means of a questionnaire students' perceptions of three main characteristics of the university learning environment were measured concerning the home university, the host university and the ideal learning environment. The students were also asked about their way of learning at the home university and at the host university, in particular about the extent of constructive learning and reproductive learning. Evidence was found for the influence of aspects of the learning environment on the two learning approaches; e.g., a learning environment characterized as student-oriented discourages reproductive learning and promotes constructive learning, especially when conceptual and epistemological relations within the learning domain are stressed. The learning environment preferences of the students were partly related to their learning orientations at the home university, but they were strikingly similar for students from different countries. There was a strong preference for those learning environment aspects that promote constructive learning. (HRK/text adopted).

The authors provide an interactive partial equilibrium analysis of the welfare effects of a customs union, using Macromedia Flash. Although designed to replace face-to-face coverage, it could be used as a complement in any international trade unit.

In diesem Buch wird die benutzer- und aufgabengerechte Gestaltung von multimedialen und interaktiven Lernräumen beschrieben. Dabei werden Designmethoden, - modelle und Prozesse ebenso beleuchtet wie Lerneigenschaften, Interaktions- und Dialogparadigmen.

In problem-based learning, scenarios relating to real life are used as a point of departure for the learning process. Even though the importance of suitable cases of scenarios in bringing about a fruitful learning process is emphasised in the literature, few studies focus on how they actually function in the learning process. This study focuses on how the scenarios used in a ten-week introductory course of a new four-year undergraduate programme in environmental science functioned in terms of the structure and content of the questions they evoked. Data were gathered through diary notes from nine groups of students, comprising 5-8 students per group. The data were subjected to a qualitative analysis aimed at describing the structure and content of the questions generated by the groups. Five different kinds of questions were identified and labelled; encyclopaedic, meaning-oriented, relational, value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, but the emphasis varied. The results are discussed in relation to the design of scenarios, and in relation to students' approaches to learning. (HRK/Abstract übernommen).