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Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work

Computers in human behavior, 2016-05, Vol.58, p.325-342

2016

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Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

Journal of teacher education, 2019-11, Vol.70 (5), p.423-440

2019

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The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes

1, 2023

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Scripting as a pedagogical method to guide collaborative writing: university students’ reflections

Research and practice in technology enhanced learning, 2020-07, Vol.15 (1), p.1-20, Article 15

2020

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History Teachers’ Knowledge of Inquiry Methods: An Analysis of Cognitive Processes Used During a Historical Inquiry

Journal of teacher education, 2017-05, Vol.68 (3), p.312-329

2017

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The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review

International Journal for Research in Vocational Education and Training, 2018-04, Vol.5 (1), p.19-41

2018

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The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance

Frontiers in psychology, 2023-04, Vol.14, p.1149923-1149923

2023

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Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Education sciences, 2024-01, Vol.14 (1), p.31

2024

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Assessing the Quality of Argumentative Texts: Examining the General Agreement Between Different Rating Procedures and Exploring Inferences of (Dis)agreement Cases

Frontiers in education (Lausanne), 2022-05, Vol.7

2022

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The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

Computers and education, 2018-05, Vol.120, p.197-212

2018

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Four key challenges to the design of blended learning: A systematic literature review

Educational research review, 2017-11, Vol.22, p.1-18

2017

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Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics

Computers and education, 2010-05, Vol.54 (4), p.1167-1181

2010

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Dodona: Learn to code with a virtual co-teacher that supports active learning

SoftwareX, 2023-12, Vol.24, p.101578, Article 101578

2023

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Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

Computers and education, 2015-10, Vol.88, p.370-386

2015

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The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

Computers and education, 2017-04, Vol.107, p.113-126

2017

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History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context

Teaching and teacher education, 2016-04, Vol.55, p.57-67

2016

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Using video-cases to assess student reflection: development and validation of an instrument

BMC medical education, 2012-04, Vol.12 (1), p.22-22, Article 22

2012

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Towards a differentiated and domain‐specific view of educational technology: An exploratory study of history teachers’ technology use

British journal of educational technology, 2017-11, Vol.48 (6), p.1402-1413

2017

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Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program

Teaching and teacher education, 2017-04, Vol.63, p.206-217

2017

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How do teachers prioritize instructional goals? Using the theory of planned behavior to explain goal coverage

Teaching and teacher education, 2020-03, Vol.89, p.103005, Article 103005

2020

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It’s Not Only What You Say, But How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk

Frontline learning research, 2018, Vol.6 (3), p.204-227

2018

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Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content

Computers in human behavior, 2015-11, Vol.52, p.315-325

2015

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VET workers' problem-solving skills in technology-rich environments: European approach

International Journal for Research in Vocational Education and Training, 2014, Vol.1 (1), p.57-80

2014

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Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

Journal of computer assisted learning, 2020-06, Vol.36 (3), p.397-411

2020

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Psychosocial Barriers to Adult Learning and the Role of Prior Learning Experiences: A Comparison Based on Educational Level

Adult education quarterly (American Association for Adult and Continuing Education), 2024-02, Vol.74 (1), p.62-87

2024

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Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work

Teachers’ Adoption of Inquiry-Based Learning Activities: The Importance of Beliefs About Education, the Self, and the Context

The Power of Peer Learning: Fostering Students’ Learning Processes and Outcomes

Scripting as a pedagogical method to guide collaborative writing: university students’ reflections

History Teachers’ Knowledge of Inquiry Methods: An Analysis of Cognitive Processes Used During a Historical Inquiry

The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review

The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance

Unknown Is Not Chosen: University Student Voices on Group Formation for Collaborative Writing

Assessing the Quality of Argumentative Texts: Examining the General Agreement Between Different Rating Procedures and Exploring Inferences of (Dis)agreement Cases

The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

Four key challenges to the design of blended learning: A systematic literature review

Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics

Dodona: Learn to code with a virtual co-teacher that supports active learning

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context

Using video-cases to assess student reflection: development and validation of an instrument

Towards a differentiated and domain‐specific view of educational technology: An exploratory study of history teachers’ technology use

Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program

How do teachers prioritize instructional goals? Using the theory of planned behavior to explain goal coverage

It’s Not Only What You Say, But How You Say It: Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk

Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content

VET workers' problem-solving skills in technology-rich environments: European approach

Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

Psychosocial Barriers to Adult Learning and the Role of Prior Learning Experiences: A Comparison Based on Educational Level

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