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Researcher

Tempelaar, Dirk

Associate Professor

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  1. Article › Academic › Peer-reviewed
  2. 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
  3. 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
  4. 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
  5. 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
  6. Published
    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.
  7. 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
  8. 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
  9. Published
    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.
  10. 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
  11. 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
  12. 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
  13. 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
  14. 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
  15. 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
  16. 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
  17. 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.
  18. Published
    Tempelaar, D. T., Schim van der Loeff, S., Gijselaers, W. H., & Nijhuis, J. F. H. (2011). On subject variations in achievement motivations: a study in business subjects. Research in Higher Education, 52(4), 395-419. https://doi.org/10.1007/s11162-010-9199-7
  19. Published
    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.
  20. 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
  21. Published
    Rienties, B. C., & Tempelaar, D. T. (2009). Special Issue: The mobility of lifelong learners and IT. Industry and Higher Education, 23(4), 265-268. https://doi.org/10.5367/000000009789346167
  22. 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
  23. E-pub ahead of print
    Tempelaar, D. (2019). Supporting the less-adaptive student: the role of learning analytics, formative assessment and blended learning. Assessment & Evaluation in Higher Education. https://doi.org/10.1080/02602938.2019.1677855
  24. 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
  25. Published
    Rienties, B. C., Tempelaar, D. T., Pinckaerts, M., Giesbers, S. J. H., & Lichel, L. (2010). The diverging effects of social network sites on receiving job information for students and professionals. International Journal of Sociotechnology and Knowledge Development, 4(4), 39-53. https://doi.org/10.4018/jskd.2010100103
  26. 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
  27. 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
  28. 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 Journal, 20(5), 480–505. https://doi.org/10.1007/s10791-017-9304-z
  29. 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
  30. 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
  31. 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
  32. Published
    Tempelaar, D. T., Kuperus, B., Cuypers, H., van der Kooij, H., van de Vrie, E., & Heck, A. (2012). The role of digital, formative testing in e-learning for mathematics: a case study in the Netherlands. Revista de Universidad y Sociedad del Conocimiento (University and Knowledge Society Journal), 9(1), 92-114. https://doi.org/10.7238/rusc.v9i1.1272
  33. 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
  34. 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
  35. Published
    Otting, H., Zwaal, W., Tempelaar, D. T., & Gijselaers, W. H. (2010). The Structural Relationship Between Students' Epistemological Beliefs And Conceptions Of Teaching And Learning. Studies in Higher Education, 35 (7), 741-760. https://doi.org/10.1080/03075070903383203
  36. 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
  37. Published
    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.
  38. 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
  39. 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
  40. Published
    Rienties, 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
  41. 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].
  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. Article › Professional
  44. Published
    Tempelaar, D. (2019). Digitaal toetsen van wiskunde in het HO. Examens, 2019(3), 3-13. [1].
  45. Chapter › Academic
  46. 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.
  47. 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
  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
    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
    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.
  52. 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.
  53. 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
  54. 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.
  55. 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
  56. Published
    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
  57. 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
  58. 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
  59. Chapter › Professional
  60. 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
  61. Conference article in proceeding › Academic › Peer-reviewed
  62. Published
    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.
  63. 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
  64. 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.
  65. 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.
  66. 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.
  67. 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
  68. 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.
  69. Published
    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.
  70. 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.
  71. Abstract › Academic
  72. 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, .
  73. Book › Academic
  74. Published
    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.
  75. Working paper › Professional
  76. 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.
  77. Published
    Non, J. A., & Tempelaar, D. T. (2014). Time preferences, study effort, and academic performance. (GSBE Research Memorandum; No. 012). Maastricht: GSBE.
  78. Doctoral Thesis › Internal
  79. Published
    Tempelaar, D. T. (2007). Expectancy-value based achievement motivations and their role in student learning. Maastricht: Datawyse / Universitaire Pers Maastricht.
  80. Conference article in journal › Academic › Peer-reviewed
  81. Published
    Tempelaar, D. T. (2004). A model for attitudes towards statistitcs, reasoning abilities and course performance. Proceedings of the Joint Statistical Meeting, 1-8.
  82. Published
    Tempelaar, D. T. (2004). Statistical Reasoning Assessment: an Analysis of the SRA Instrument. Proceedings of the ARTIST Roundtable Conference on Assessment in Statistics, 44-72.

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