
Researcher
Tempelaar, Dirk
Associate Professor
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- 2019
- E-pub ahead of print
- PublishedRienties, B., Tempelaar, D., Nguyen, Q., & Littlejohn, A. (2019). Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Computers in Human Behavior, 100, 345-357. https://doi.org/10.1016/j.chb.2019.07.007
- Published
- PublishedTempelaar, 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.
- E-pub ahead of printTempelaar, 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.
- 2018
- PublishedTempelaar, 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
- PublishedMittelmeier, 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
- PublishedMittelmeier, 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
- PublishedTempelaar, 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
- PublishedTempelaar, 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
- PublishedTempelaar, 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
- PublishedRienties, 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
- 2017
- PublishedTempelaar, 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.
- PublishedKnight, S., Rienties, B., Littleton, K., Tempelaar, D., Mitsui, M., & Shah, C. (2017). The orchestration of a collaborative information seeking learning task. Information Retrieval Journal, 20(5), 480–505. https://doi.org/10.1007/s10791-017-9304-z
- PublishedKnight, 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
- PublishedTempelaar, 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
- PublishedWilliams, 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
- PublishedTempelaar, 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
- 2016
- PublishedMittelmeier, 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.
- Published
- Published
- PublishedTempelaar, 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
- PublishedTempelaar, 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.
- Published
- PublishedNguyen, 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].
- PublishedKnight, 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.
- 2015
- PublishedTempelaar, 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
- PublishedTempelaar, 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
- PublishedNicolescu, 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
- PublishedNiculescu, 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
- Published
- PublishedTempelaar, 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
- 2014
- PublishedGiesbers, 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
- PublishedRienties, 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
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- PublishedNiculescu, 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, .
- PublishedNon, 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.
- PublishedNon, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (GSBE Research Memorandum; No. 012). Maastricht: GSBE.
- PublishedGiesbers, 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
- Published
- 2013
- PublishedTempelaar, 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
- PublishedMeijer, 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
- PublishedRienties, 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
- PublishedTempelaar, 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
- PublishedTempelaar, 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
- PublishedTempelaar, 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
- PublishedGiesbers, 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
- PublishedRienties, 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
- 2012
- PublishedRienties, 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
- PublishedRienties, 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