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  1. 2019
  2. E-pub ahead of print
  3. Published
    Tempelaar, D., Rienties, B., & Nguyen, Q. (2019). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In H. Lane, S. Zvacek, & J. Uhomoibhi (Eds.), Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019) (Vol. 2, pp. 38-47). (Proceedings of the International Conference on Computer Supported Education, CSEDU). Lisbon, Portugal: SCITEPRESS.
  4. E-pub ahead of print
    Tempelaar, D., Nguyen, Q., & Rienties, B. (2020). Learning Feedback Based on Dispositional Learning Analytics. In M. Virvou, E. Alepis, G. A. Tsihrintzis, & L. C. Jain (Eds.), Machine Learning Paradigms: Advances in Learning Analytics (Vol. 158, pp. 69-89). (Intelligent Systems Reference Library book series; Vol. 158). Cham, Switzerland: Springer.
  5. 2018
  6. Published
  7. Published
  8. Published
  9. Published
  10. Published
    Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018) (Vol. 1, pp. 294-301). SCITEPRESS. https://doi.org/10.5220/0006760202940301
  11. Published
    Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. In Proceedings of the International Conference on Learning Analytics and Knowledge (pp. 201-205). ACM. https://doi.org/10.1145/3170358.3170385
  12. Published
  13. 2017
  14. Published
    Tempelaar, D. (2017). How Dispositional Learning Analytics helps understanding the worked-example principle. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Proceedings 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017) (pp. 117-124). IADIS Press.
  15. Published
  16. Published
  17. Published
  18. Published
    Williams, A., Sun, Z., Xie, K., Garcia, E., Ashby, I., Exter, M., ... Walsh, J. (2017). Flipping STEM. In L. Santos Green, J. R. Banas, & R. A. Perkins (Eds.), The Flipped College Classroom: Conceptualized and Re-Conceptualized (Part II) (pp. 149-186). (Educational Communications and Technology: Issues and Innovations). Springer. https://doi.org/10.1007/978-3-319-41855-1_8
  19. Published
  20. 2016
  21. Published
    Mittelmeier, J., Tempelaar, D., Rienties, B., & Nguyen, Q. (2016). Learning analytics to understand cultural impacts on technology enhanced learning. In Proceedings 13th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2016) (pp. 236-243). IADIS Press.
  22. Published
  23. Published
  24. Published
    Tempelaar, D. T., Rienties, B., & Giesbers, B. (2016). Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study. In S. Zvacek, M. T. Restivo, J. Uhomoibhi, & M. Helfert (Eds.), Communications in Computer and Information Science, Vol. 583: Computer Supported Education (583 ed., Vol. Communications in Computer and Information Science, pp. 256-273). [Chapter 15] (Computer Supported Education; Vol. 583). Springer Verlag. https://doi.org/10.1007/978-3-319-29585-5_15
  25. Published
    Tempelaar, D., & Verhoeven, P. (2016). Adaptive and maladaptive emotions, behaviours and cognitions in the transition to university: The experience of international full degree students. In D. Jindal-Snape, & B. Rienties (Eds.), Multi-dimensional transitions of international students to higher education (pp. 334-358). [12] (New Perspectives on Learning and Instruction). Routledge/Taylor & Francis Group.
  26. Published
  27. Published
  28. Published
    Knight, S., Allen, L., Littleton, K., Rienties, B., & Tempelaar, D. (2016). Writing Analytics for Epistemic Features of Student Writing. In C-K. Looi, J. Polman, U. Cress, & P. Reimann (Eds.), Transforming Learning, Empowering Learners: Conference Proceedings Volume 1 (pp. 194-201). Singapore: International Society of the Learning Sciences.
  29. 2015
  30. Published
  31. Published
  32. Published
  33. Published
  34. Published
  35. Published
    Tempelaar, D. T., Rienties, B. C., & Giesbers, S. J. H. (2015). Understanding the role of time on task in formative assessment: The case of mathematics learning. In E. Ras, & D. Joosten-Ten Brinke (Eds.), Computer Assisted Assessment - Research into E-Assessment (18th International Conference, CAA 2015, Zeist, The Netherlands, June 22-23, 2015. Proceedings) (pp. 120-133). (Communications in Computer and Information Science; No. 571). Zug, Switzerland: Springer. https://doi.org/10.1007/978-3-319-27704-2
  36. 2014
  37. Published
  38. Published
  39. Published
  40. Published
    Niculescu, A., Dailey-Hebert, A., Leppink, J., & Tempelaar, D. T. (2014). Subject Specificity Of Learning Emotions And Achievement Outcomes: How Feelings Impact Performance. Abstract from the Annual Meeting of the American Educational Research Association, April 3 – April 7, 2014, Philadelphia, PA, USA, .
  41. Published
    Non, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (ROA Research Memoranda; No. 004). Maastricht: Research Centre for Education and the Labour Market.
  42. Published
    Non, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (GSBE Research Memorandum; No. 012). Maastricht: GSBE.
  43. Published
  44. Published
  45. 2013
  46. Published
  47. Published
  48. Published
  49. Published
    Tempelaar, D. T., Rienties, B. C., Giesbers, S. J. H., & Schim van der Loeff, S. (2013). Cultural differences in learning approaches. In P. Van den Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Facilitating learning in the 21st century: Leading through technology, diversity and authenticity (pp. 3-30). (Advances in Business Education and Training). Berlin: Springer. https://doi.org/10.1007/978-94-007-6137-7_1
  50. Published
    Tempelaar, D. T., Heck, A., Cuypers, H., van der Kooij, H., & van de Vrie, E. (2013). Formative assessment and learning analytics. In D. Suthers, K. Verbert, E. Duval, & X. Ochoa (Eds.), Proceedings of the Third International Conference on Learning Analytics and Knowledge (pp. 205-209). New York: ACM. https://doi.org/10.1145/2460296.2460337
  51. Published
    Tempelaar, D. T., Rienties, B. C., Giesbers, S. J. H., & Schim van der Loeff, S. (2013). How cultural and learning style differences impact students’ learning preferences in blended learning. In E. Jean François (Ed.), Transcultural blended learning and teaching in postsecondary education (pp. 30-51). Hershey PA: IGI Global. https://doi.org/10.4018/978-1-4666-2014-8.ch003
  52. Published
  53. Published
    Rienties, B. C., Giesbers, S. J. H., Tempelaar, D. T., & Lygo-Baker, S. (2013). Redesigning teaching presence in order to enhance cognitive presence: A longitudinal analysis. In Z. Akyol, & D. Garrison (Eds.), Educational communities of inquiry: Theoretical framework, research and practice (pp. 109-132). Hershey PA: IGI Global. https://doi.org/10.4018/978-1-4666-2110-7.ch007
  54. 2012
  55. Published
  56. Published
    Rienties, B. C., Kaper, W., Struyven, K., Tempelaar, D. T., van Gastel, L., Vrancken, S., ... Virgailaite-Meckauskaite, E. (2012). A review of the role of ICT and course design in transitional education practices. Interactive LearnIng Environments, 20(6), 563-581. https://doi.org/10.1080/10494820.2010.542757
  57. Published
    Tempelaar, D. T., Rienties, B. C., & Giesbers, S. J. H. (2012). Antecedents of learning behaviour in a blended learning environment. In B. Rienties, P. Daly, S. Reeb-Gruber, K. Reis, & P. V. Bossche (Eds.), Proceedings of the 19th EDINEB Conference The Role of Business Education in a Chaotic World (pp. 77-84). Haarlem: Hogeschool Inholland.
  58. Published
    Tempelaar, D. T., Rienties, B. C., Giesbers, S. J. H., & Schim van der Loeff, S. (2012). Effectiveness of a voluntary postsecondary remediation program in mathematics. In P. V. Bossche, W. H. Gijselaers, & R. G. Milter (Eds.), Learning at the crossroads of theory and practice; Research on Innovative Learning Practices (pp. 199-222). (Advances in Business Education and Training; No. 4). Berlin: Springer Verlag. https://doi.org/10.1007/978-94-007-2846-2_13
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