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    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
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    van der Kooij, H., Heck, A., van de Vrie, E., van Gastel, L., Tempelaar, D. T., & Cuypers, H. (2011). Aansluitproblemen VO-WO. Nieuw archief voor Wiskunde, 5/12(4), 1-6.
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    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.
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    Rienties, B. C., Tempelaar, D. T., Giesbers, S. J. H., Segers, M. S. R., & Gijselaers, W. H. (2010). An invisible preference for intrinsic motivation in Computer-Mediated communication. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the 9th International Conference of the Learning Sciences (pp. 25-32). Chicago, IL: ICLS 2010.
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    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
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    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.
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    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.
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    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
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    Gijselaers, W. H., Tempelaar, D. T., Keizer, P. K., Blommaert, J. M., Bernard, E. M., & Kasper, H. (2010). Educational Innovation in Economics and Business Administration: the Case of Problem-Based Learning. Dordrecht: Springer.
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    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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    Tempelaar, D. T., Rienties, B. C., Kaper, W., Giesbers, S. J. H., van Gastel, L., van de Vrie, E., ... Cuypers, H. (2011). Effectiviteit van facultatief aansluitonderwijs wiskunde in de transitie van voortgezet naar hoger onderwijs. Pedagogische Studiën, 88(4), 231-248.
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    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
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    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
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    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
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    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.
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    Tempelaar, D. T., Rienties, B. C., Giesbers, S. J. H., & Schim van der Loeff, S. (2012). Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement. In J. N. Franco, & A. E. Svensgaard (Eds.), Handbook on Psychology of Motivation: New Research (pp. 283-294). (Psychology of Emotions, Motivations and Actions). Nova Science Publishers.
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    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
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    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.
  34. 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; Vol. 158). Cham, Switzerland: Springer.
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    Tempelaar, D. T., Rienties, B. C., Kaper, W., Giesbers, S. J. H., Schim van der Loeff, S., van Gastel, L., ... Cuypers, H. (2012). Mathematics bridging education using an online, adaptive e-tutorial: preparing international students for higher education. In A. A. Juan, M. A. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching Mathematics Online : Emergent Technologies and Methodologies (pp. 167-186). Hershey PA: IGI Global. https://doi.org/10.4018/978-1-60960-875-0.ch008
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    Tempelaar, D. T. (2002). Modelling Students' Learning of Introductory Statistics. In Brian Philips (Ed.), Proceedings of the Sixth International Conference on Teaching Statistics: Developing a Statistically Literate Society Voorburg: International Statistical Institute.
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    Rienties, B. C., Dijkstra, J. B., Rehm, M., Tempelaar, D. T., & Blok, G. A. (2005). Online bijspijkeronderwijs in de praktijk. Tijdschrift voor Hoger Onderwijs, 23(4), 239-253.
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    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
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    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, .
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    Rienties, B. C., Tempelaar, D. T., Pinckaers, M., Giesbers, S. J. H., & Lichel, L. (2012). The diverging effects of social network sites on receiving job information for students and professionals. In E. Coakes (Ed.), Technological Change and Societal Growth: Analyzing the Future (pp. 202-217). Hershey PA: IGI Global. https://doi.org/10.4018/978-1-4666-0200-7.ch013
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