Tempelaar, Dirk

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.

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.

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

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

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.

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

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.

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

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.

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.

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

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

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

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

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