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Researcher

Tempelaar, Dirk

Associate Professor

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  1. 2019
  2. 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.
  3. 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.
  4. 2018
  5. Published
    Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). A multi-modal study into students’ timing and learning regulation: time is ticking. Interactive Technology and Smart Education, 15(4), 298-313. [2]. https://doi.org/10.1108/ITSE-02-2018-0015
  6. Published
    Mittelmeier, J., Rienties, B., Tempelaar, D., Hillaire, G., & Whitelock, D. (2018). The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Computers & Education, 118(1), 82-95. https://doi.org/10.1016/j.compedu.2017.11.003
  7. Published
    Mittelmeier, J., Rienties, B., Tempelaar, D., & Whitelock, D. (2018). Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships. Higher Education, 75(1), 149-166. https://doi.org/10.1007/s10734-017-0131-3
  8. Published
    Tempelaar, D., Rienties, B., Mittelmeier, J., & Nguyen, Q. (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior, 78, 408-420. https://doi.org/10.1016/j.chb.2017.08.010
  9. 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
  10. 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
  11. Published
    Rienties, B., & Tempelaar, D. (2018). Turning Groups Inside Out: A Social Network Perspective. Journal of the Learning Sciences, 27(4), 550-579. https://doi.org/10.1080/10508406.2017.1398652
  12. 2017
  13. 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.
  14. Published
    Knight, S., Rienties, B., Littleton, K., Tempelaar, D., Mitsui, M., & Shah, C. (2017). The orchestration of a collaborative information seeking learning task. Information Retrieval, 20(5), 480–505. https://doi.org/10.1007/s10791-017-9304-z
  15. Published
    Knight, S., Rienties, B., Littleton, K., Mitsui, M., Tempelaar, D., & Shah, C. (2017). The relationship of (perceived) epistemic cognition to interaction with resources on the internet. Computers in Human Behavior, 73(1), 507-518. https://doi.org/10.1016/j.chb.2017.04.014
  16. Published
    Tempelaar, D., Rienties, B., & Nguyen, Q. (2017). Adding dispositions to create pedagogy-based Learning Analytics. Zeitschrift für Hochschulentwicklung, 12(1), 15-35. [2]. https://doi.org/10.3217/zfhe-12-01/02
  17. 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
  18. Published
    Tempelaar, D., Rienties, B., & Nguyen, Q. (2017). Towards actionable learning analytics using dispositions. IEEE Transactions on Learning Technologies, 10(1), 6-16. [1]. https://doi.org/10.1109/TLT.2017.2662679
  19. 2016
  20. 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.
  21. Published
    Non, A., & Tempelaar, D. (2016). Time preferences, study effort, and academic performance. Economics of Education Review, 54, 36-61. https://doi.org/10.1016/j.econedurev.2016.06.003
  22. Published
    Niculescu, A. C., Tempelaar, D. T., Dailey-Hebert, A., Segers, M., & Gijselaers, W. H. (2016). Extending the change-change model of achievement emotions: The inclusion of negative learning emotions. Learning and Individual Differences, 47, 289-297. https://doi.org/10.1016/j.lindif.2015.12.015
  23. 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
  24. 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.
  25. Published
    Wilson-Wünsch, B., Beausaert, S., Tempelaar, D., & Gijselaers, W. (2016). Expertise Development of Hospitality Students: Do Personality, Emotional Intelligence and Learning Style Matter? Journal of Hospitality & Tourism Education, 28(3), 155-167. https://doi.org/10.1080/10963758.2016.1190595
  26. Published
    Nguyen, Q., Tempelaar, D., Rienties, B., & Giesbers, B. (2016). What Learning Analytics‐Based Prediction Models Tell Us About Feedback Preferences of Students. Quarterly Review of Distance Education, 17(3), 13-33. [3].
  27. 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.
  28. 2015
  29. Published
    Tempelaar, D. T., Rienties, B. C., & Giesbers, B. (2015). In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Computers in Human Behavior, 47, 157-167. https://doi.org/10.1016/j.chb.2014.05.038
  30. Published
    Tempelaar, D. T., Rienties, B. C., Giesbers, B., & Gijselaers, W. H. (2015). The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals and academic motivations. Social Psychology of Education, 18(1), 101-120. https://doi.org/10.1007/s11218-014-9281-7
  31. Published
    Nicolescu, A., Tempelaar, D. T., Dailey-Hebert, A., Segers, M. S. R., & Gijselaers, W. H. (2015). Exploring the antecedents of learning-related emotions and their relations with achievement outcomes. Frontline Learning Research, 3(1), 1-16. https://doi.org/10.14786/flr.v3i1.136
  32. Published
    Niculescu, A. C., Tempelaar, D. T., Leppink, J., Dailey-Hebert, A., Segers, M. S. R., & Gijselaers, W. H. (2015). Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics. Electronic Journal of Research in Educational Psychology, 13(3), 431-462. https://doi.org/10.14204/ejrep.37.15012
  33. Published
    Wilson-Wünsch, B., Beausaert, S. A. J., Tempelaar, D. T., & Gijselaers, W. H. (2015). The making of hospitality managers: The role of knowledge in the development of expertise. Journal of Human Resources in Hospitality & Tourism, 14(2), 153-176. https://doi.org/10.1080/15332845.2015.955562
  34. 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
  35. 2014
  36. Published
    Giesbers, S. J. H., Rienties, B. C., Tempelaar, D. T., & Gijselaers, W. H. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. https://doi.org/10.1111/jcal.12020
  37. Published
    Rienties, B. C., Tempelaar, D. T., Giesbers, S. J. H., Segers, M. S. R., & Gijselaers, W. H. (2014). A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication. Interactive LearnIng Environments, 22(5), 631-648. https://doi.org/10.1080/10494820.2012.707127
  38. Published
    Tempelaar, D. T. (2014). Learning analytics and formative assessments in blended learning of mathematics and statistics. Innovative Infotechnologies for Science, Business and Education, 2(17), 9-13.
  39. 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, .
  40. 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.
  41. Published
    Non, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (GSBE Research Memorandum; No. 012). Maastricht: GSBE.
  42. Published
    Giesbers, S. J. H., Rienties, B. C., Tempelaar, D. T., & Gijselaers, W. H. (2014). Why increased social presence through web videoconferencing does not automatically lead to improved learning. E-Learning and Digital Media, 11(1), 31-45. https://doi.org/10.2304/elea.2014.11.1.31
  43. Published
    Rienties, B. C., Luchoomun, D., & Tempelaar, D. T. (2014). Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students. Innovations in Education and Teaching International, 51(2), 130-141. https://doi.org/10.1080/14703297.2013.771973
  44. 2013
  45. Published
    Tempelaar, D. T., Wosnitza, M., Volet, S., Rienties, B. C., Giesbers, S. J. H., & Gijselaers, W. H. (2013). The role of self- and social directed goals in a problem-based, collaborative learning context. Higher Education, 66(2), 253-267. https://doi.org/10.1007/s10734-012-9602-8
  46. Published
    Meijer, J., Sleegers, P., Elshout-Mohr, M., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D. T. (2013). The development of a questionnaire on metacognition for students in higher education. Educational Research, 55(1), 31-52. https://doi.org/10.1080/00131881.2013.767024
  47. Published
    Rienties, B. C., & Tempelaar, D. T. (2013). The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands. International Journal of Intercultural Relations, 37(2), 188-201. https://doi.org/10.1016/j.ijintrel.2012.11.004
  48. 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
  49. 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
  50. 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
  51. Published
    Giesbers, S. J. H., Rienties, B. C., Tempelaar, D. T., & Gijselaers, W. H. (2013). Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Computers in Human Behavior, 29(1), 285-292. https://doi.org/10.1016/j.chb.2012.09.005
  52. 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
  53. 2012
  54. Published
    Rienties, B. C., Giesbers, S. J. H., Tempelaar, D. T., Lygo-Baker, S., Segers, M. S. R., & Gijselaers, W. H. (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3), 893-906. https://doi.org/10.1016/j.compedu.2012.04.010
  55. 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
  56. 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.
  57. 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
  58. Published
    Tempelaar, D. T., Niculescu, A., Rienties, B. C., Gijselaers, W. H., & Giesbers, S. J. H. (2012). How achievement emotions impact students' decisions for online learning, and what precedes those emotions. The Internet and Higher Education, 15(3), 161-169. https://doi.org/10.1016/j.iheduc.2011.10.003
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