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Providing Feedback during the Online Phase of a Flipped Classroom Design: Fostering Sustainable Learning Performance While Considering Study Time Management
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Feedback : an important key in the online environment of a flipped classroom setting
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Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions
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The impact of a flipped classroom design on learning performance in higher education : looking for the best 'blend' of lectures and guiding questions with feedback
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Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks
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The influence of social background on participation in adult education : applying the cultural capital framework
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Players' perspectives on the positive impact of video games: a qualitative content analysis of online forum discussions
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The design and implementation of learning paths in a learning management system
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Differential impact of learning path based versus conventional instruction in science education
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- Journal Article
- A2
- open access
A qualitative study on learning and teaching with learning paths in a learning management system
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- Conference Paper
- C1
- open access
Ontwerp- en implementatiekenmerken van leerpaden binnen een Elektronische Leeromgeving
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- Conference Paper
- P1
- open access
Impact of different blends of learning on students performance in higher education
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Automated testing combined with automated retraining to improve CPR skill level in emergency nurses
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- Conference Paper
- P1
- open access
An innovative approach to study the impact of different blends of learning on learning performance in higher education
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Researching the impact of innovative learning materials within STEM education
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Repetitive sessions of formative self-testing to refresh CPR skills: a randomised non-inferiority trial
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Automated assessments with feedback for improving CPR skills: a randomised non-inferiority trial
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- Conference Paper
- C1
- open access
The learning divide in formal adult education: why do low-qualified adults participate less?
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Acquiring basic life support skills in a self-learning station: video alone is not enough
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Efficiency of short individualised CPR self-learning sessions with automated assessment and feedback
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- Conference Paper
- C3
- open access
Automated assessments with feedback for improving CPR skills: a randomised non-inferiority trial
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The impact of group setting and visual representations on secondary school students’ learning outcomes
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- Journal Article
- A1
- open access
Using video-cases to assess student reflection : development and validation of an instrument
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- Conference Paper
- C3
- open access
The power of assessment and feedback: successful individualized chest compression training in a self-learning station
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- Conference Paper
- C3
- open access
Voice feedback exercises after video instruction are necessary to ensure acquisition of quality basic life support skills in a self-learning station
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- Journal Article
- A1
- open access
Assessing basic life support skills without an instructor: is it possible?
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Retention of Basic Life Support skills after multiple short training sessions followed by assessment and feedback in a self-learning station
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Rapid improvement of Basic Life Support skills in emergency department nurses using a test-train-test approach in a mobile self-learning station
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Researching instructional use and the technology acceptation of learning management systems by secondary school teachers
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Assessing collaboration in a wiki: the reliability of university students' peer assessment
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Parental acceptance of digital game-based learning
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Long term study of safe internet use of young children
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Secondary schoolteachers' instructional use of learning management systems
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Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors
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Content analysis in asynchronous discussion groups: studying role internalization
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- Journal Article
- A1
- open access
Studying thought processes of online peer tutors through stimulated-recall interviews
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- Journal Article
- A1
- open access
Roles as a structuring tool in online discussion groups: the differential impact of different roles on social knowledge construction
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Internet parenting styles and the impact on internet use of primary school children
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Cross-age peer tutors in asynchronous discussion groups: exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics
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- Journal Article
- A1
- open access
Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation
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Tagging thinking types in asynchronous discussion groups: effects on critical thinking
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- Journal Article
- A1
- open access
Supporting active cognitive processing in collaborative groups: the potential of Bloom's taxonomy as a labeling tool
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- Journal Article
- A1
- open access
Structuring asynchronous discussion groups by introducing roles: do students act in line with assigned roles?
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The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking
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- Journal Article
- A1
- open access
Discussing patient management online: the impact of roles on knowledge construction for students interning at the paediatric ward
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Roles as structuring tool in online discussion groups: Studying students' role performance and the impact on knowledge construction.
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Fostering university students' knowledge construction in asynchronous discussion groups by means of the use of knowledge types.
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The Use of "Knowledge Types" as Scripting Tool to Enhance Critical Thinking in Online Discussions.
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Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?
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Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics