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Jimmy Frèrejean, PhD

Instructional designer


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About

I am an Assistant Professor at the Department of Educational Development and Research at Maastricht University. I teach and research instructional design for medical education and am specialized in the four-component instructional design (4C/ID) model. I am interested in simulation education and VR/AR applications.

I also maintain the 4C/ID website at https://www.4cid.org and its Twitter account @4cid_tensteps.


Visit 4cid.org

4C/ID Twitter

Publications 2021

  • Frerejean, J., Van Geel, M., Keuning, T., Dolmans, D., Van Merriënboer, J. J. G., Visscher, A (2021). Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers. Instructional Science. https://doi.org/10.1007/
    s11251-021-09540-x

Publications 2019

  • Frerejean, J., van Merriënboer, J. J. G., Kirschner, P. A., Roex, A., Aertgeerts, B., & Marcellis, M. (2019). Designing instruction for complex learning: 4C/ID in higher education. European Journal of Education, 54, 513-524. https://doi.org/10.1111/
    ejed.12363
  • Van Geel, M., Keuning, T., Frerejean, J., Dolmans, D., Van Merriënboer, J., & Visscher A. (2019). Capturing the complexity of differentiated instruction. School Effectiveness and School Improvement, 30, 51-67. https://doi.org/10.1080/
    09243453.2018.1539013
  • Frerejean, J., Velthorst, G. J., van Strien, J. L. H., Kirschner, P. A., & Brand‐Gruwel, S. (2019). Embedded instruction to learn information problem solving: Effects of a whole task approach. Computers in Human Behavior, 90, 117–130. https://doi.org/10.1016/
    j.chb.2018.08.043

Publications 2018

  • Frerejean, J., van Strien, J. L. H., Kirschner, P. A., & Brand‐Gruwel, S. (2018). Effects of a modelling example for teaching information problem solving skills. Journal of Computer Assisted Learning, 34, 688–700. https://doi.org/10.1111/
    jcal.12276

Publications 2017

  • PhD Thesis
    Frerejean, J. (2017). Instruction for information problem solving. (Doctoral dissertation). Open University of the Netherlands, Heerlen.
  • Keuning, T., van Geel, M., Frerejean, J., van Merriënboer, J., Dolmans, D., Visscher, A. J. (2017). Differentiëren bij rekenen: een cognitieve taakanalyse van het denken en handelen van basisschoolleerkrachten. Pedagogische Studiën, 94, 160-181.

Publications 2016

  • Frerejean, J., van Strien, J. L. H., Kirschner, P. A., & Brand-Gruwel, S. (2016). Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Computers in Human Behavior, 62, 90-104. https://doi.org/10.1016/
    j.chb.2016.03.048
  • Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2016). Teacher perspectives on whole-task information literacy instruction. In S. Kurbanoğlu, J. Boustany, S. Špiranec, E. Grassian, D. Mizrachi, L. Roy, & T. Çakmak (Eds.), Information Literacy: Key to an Inclusive Society. ECIL 2016. Communications in Computer and Information Science (Vol. 676, pp. 678-687). Cham: Springer International Publishing.

Publications 2015

  • Wopereis, I., Frerejean, J., & Brand-Gruwel, S. (2015). Information problem solving instruction in higher education: A case study on instructional design. In S. Kurbanoğlu, J. Boustany, S. Špiranec, E. Grassian, D. Mizrachi, & L. Roy (Eds.), Communications in Computer and Information Science: Vol. 552. Information Literacy: Moving Toward Sustainability (Vol. 552, pp. 293-302). Basel, Switzerland: Springer.