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Jeroen J. G. Van Merriënboer is a professor and researcher known for his research in instructional design and his development of the 4C/ID model ( four-component instruction design model).

Personal Life
Jeroen J. G. Van Merriënboer was born in Budel on born 30 March, 1959. He was raised and educated in the Netherlands and currently resides in Maastricht with his wife and three children.



Education and Academic Career
Following his secondary education at the Fons Vitae Lyceum in Amsterdam, Jeroen J. G. Van Merriënboer worked as an assistant in teaching and research while studying at the University of Amsterdam. He graduated with a Master of Science in Experimental Psychology in 1984. He then went on to work and study at the University of Twente, employed as a research assistant at the Faculty of Instructional Technology. In 1990 he was attained a doctorate degree in Instructional Technology. Subsequent to which he served as an associate professor of instructional technology at the University of Twente from 1991 to 1997 among other positions at the Open University of the Netherlands and Maastricht University in the following years.

He has supervised and completed the thesis of more than thirty-five doctoral. He also serves on the editorial boards of highly ranked scientific journals, such as Cognitive Processing; Computers in Human Behavior; Educational Research Review; Educational Technology Magazine; Educational Technology Research and Development; International Journal for Virtual and Personal Learning Environments; Journal of Computing in Higher Education; Learning and Instruction, and Technology Instruction Cognition and Learning.

Jeroen J. G. van Merriënboer is currently a full professor of Learning and Instruction at Maastricht University and the Research Director of the Graduate School of Health Professions Education (SHE). He also holds honorary positions at the University of Bergen, Norway, and the Open University of the Netherlands.

Research
Jeroen J. G. Van Merriënboer’s main research topics include instructional design for complex learning; intelligent performance support for instructional design; interactive computer‐based learning environments for complex skills, and design of technical training. He started his research in the field of educational psychology and instructional design in the 1980s. His PhD thesis involved the design of introductory computer programming courses. He went on to develope an instructional approach that became known as the ‘completion strategy’ where learners start with the study of worked-out example programs, then complete increasingly larger parts of well-written, meaningful but incomplete computer programs, and finally design and write computer programs on their own.

This approach laid the foundation for the development of the 4C/ID model ( four-component instruction design model), which builds instructional blueprints from four interrelated components:


 * 1) learning tasks (e.g., worked-out examples, completion tasks, conventional problems etc.)
 * 2) supportive information
 * 3) procedural information, and
 * 4) part-task practice.

This model was first published in 1992; a complete description was given in the prize-winning book Training Complex Cognitive Skills (1997). The latest version of the model is described in the book Ten Steps to Complex Learning, co-authored by Paul Kirschner. The 4C/ID-model is taught in educational ID programs around the world and broadly applied in educational practice (both in business and industry and schools for vocational and professional training).

Since the beginning of the 1990s, van Merriënboer’s research on the design of learning tasks has been conducted in collaboration with John Sweller and his group at the University of New South Wales. A new version of Cognitive Load Theory CLT) has been developed that includes the concept of ‘germane’ cognitive load, that is, load devoted to processes that are directly relevant for learning. An article in Educational Psychologist describes a further integration of the 4C/ID-model with CLT. While this research is not limiting itself to computer-based environments, one particularly important theme is how computers can improve design processes as well as learning processes in e-learning environments. Since 2009, van Merriënboer’s research is mainly situated in the health sciences domain.

Publications
His prize-winning book, Training Complex Cognitive Skills (1997), describes his four-component instructional design model for complex skills training. He has published over three hundred journal articles, books and book chapters in the areas of learning and instruction and medical education some of which include :


 * Van Merriënboer, J. J. G. (1997). Training complex cognitive skills: A four-component instructional design model for technical training. Englewood Cliffs, NJ: Educational Technology Publications. ​
 * De Jong, T., van Gog, T., Jenks, K., Manlove, S., van Hell, J., Jolles, J., van Merrienboer, J. J. G., van Leeuwen, Th., & Boschloo, A. (2009). Explorations in learning and the Brain: On the potential of cognitive neuroscience for Educational Science. New York: Springer ​
 * Van Merrienboer, J. J. G. (2012). Four-component instructional design. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1320-1322). New York: Springer. ​


 * Van Merrienboer, J. J. G., & Kirschner, P. A. (2013). Ten steps to complex learning (Second Revised Edition). New York: Routledge. ​
 * Choi, H. H., van Merrienboer, J. J. G., & Paas, F. (2014). Effects of the physical environment on cognitive load and learning: Towards a new model of cognitive load. Educational Psychology Review, 26(2), 225-244. ​
 * Fastre, G. M. J., van der Klink, M. R., Amsing-Smit, P., & van Merrienboer, J. J. G. (2014). Assessment criteria for competency-based education: A study in nursing education. Instructional Science, 42(6), 971-994. ​
 * Konings, K .D., Seidel, T., Brand-Gruwel, S., & van Merrienboer, J. J. G. (2014). Differences between students’ and teachers’ perceptions of education: Profiles to describe congruence and friction. Instructional Science, 42, 11-30. ​
 * Van Merrienboer, J. J. G., & Kester, L. (2014). The four-component instructional design model: Multimedia principles in environments for complex learning. In R. E. Mayer (Ed.), The 21 Cambridge handbook of multimedia learning (2nd Ed.) (pp. 104-148). New York: Cambridge University Press. ​

Awards and Prizes
Van Merriënboer has received several awards and prizes for his scientific work. Apart from prizes for publications and PhD supervision, he was declared World Leader in Educational Technology by Training Magazine and he received the International Contributions Award from the Association for Educational Communications and Technology.

The following table lists the awards received by Jeroen J. G. Van Merrienboer: