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  1. 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.
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    Giesbers, S. J. H., Rienties, B. C., Tempelaar, D. T., & Gijselaers, W. H. (2012). Why increased social presence through web-videoconferencing does not automatically lead to improved learning. 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. 199-207). Haarlem: Hogeschool Inholland.
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    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
  6. E-pub ahead of print
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    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
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    Tempelaar, D. T., Cuypers, H., van de Vrie, E., van der Kooij, H., & Heck, A. (2012). Toetsgestuurd leren en learning analytics. Onderwijsinnovatie, 09/2012(3), 17-26.
  11. 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.
  12. Published
    Non, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (GSBE Research Memorandum; No. 012). Maastricht: GSBE.
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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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  27. 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, .
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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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    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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  35. Published
    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.
  36. Published
    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
  37. 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.
  38. 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.
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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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    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.
  44. 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.
  45. 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
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  47. 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
  48. 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
  49. Published
  50. Published
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