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Flipped learning (FL) makes greater use of students' self-regulated learning (SRL) skills when they regulate their online learning behavior. Previous research has shown the value of SRL support during FL to enhance students' SRL and learning outcomes
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::837ee8e7d5cb870ef288fc062596f56d
https://dspace.library.uu.nl/handle/1874/410765
https://dspace.library.uu.nl/handle/1874/410765
In flipped learning, students study learning material before class and apply the content of the learning material during class. This requires self-regulated learning (SRL) behavior due to the increased autonomy in this instructional approach. Providi
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::2dc9887a778223eec32cf7baceb5b911
https://dspace.library.uu.nl/handle/1874/409067
https://dspace.library.uu.nl/handle/1874/409067
Autor:
Crone, V.C.A., Dilaver, Gönül, van Haeften, T., van den Hoven, M.A., Janssen, J.J.H.M., Kluijtmans, Manon, Lutz, C.I., Rebel, K.T., van Royen-Kerkhof, A., Schutjens, V.A.J.M., de Vries, Ubaldus, Meijerman, I.
Corona veroorzaakt een crisis in het universitair onderwijs, maar daardoor weten we nu wel wat er beter moet. Dat concluderen de Senior Fellows en de wetenschappelijk directeur van het Centre for Academic Teaching van de Universiteit Utrecht. Ze vind
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https://explore.openaire.eu/search/publication?articleId=od_______101::1769df47dbeb004f21bc8b171a191707
https://dspace.library.uu.nl/handle/1874/409668
https://dspace.library.uu.nl/handle/1874/409668
Flipping the classroom (FTC) is a didactical approach aimed at letting students come to class prepared and apply the learning material actively during class. As FTC places a higher demand on students' self-regulated learning (SRL) skills, our goal in
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::97965a6981b4fddc60929db4c1e4b662
https://dspace.library.uu.nl/handle/1874/408016
https://dspace.library.uu.nl/handle/1874/408016
Research on computer-supported collaborative learning (CSCL) has traditionally investigated how student-, group-, task-, and technological characteristics affect the processes and outcomes of collaboration. On the other hand, cognitive load theory ha
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::e906737f41ee2e6444956024d3672946
https://dspace.library.uu.nl/handle/1874/407953
https://dspace.library.uu.nl/handle/1874/407953
Autor:
Le Nhu Ngoc Ha, H., Janssen, J.J.H.M., Wubbels, Theo, Leerstoel van Gog, Leerstoel Kester, Leerstoel Wubbels, Education and Learning: Development in Interaction
Publikováno v:
Cambridge Journal of Education, 48(1), 103. Routledge
While the educational literature mentions several obstacles affecting the effectiveness of collaborative learning (CL), they have often been investigated through the perceptions of only one actor, either teachers or students. Therefore, some sources
In a flipped classroom, students study instructional material before class and apply this material during class. To provide a statistical synthesis of current research on effects of flipped classrooms, we conducted meta-analyses that included 114 stu
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=od_______101::a43e6c6bdff777cc8af090ea62c115b8
https://dspace.library.uu.nl/handle/1874/388263
https://dspace.library.uu.nl/handle/1874/388263
Akademický článek
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Item does not contain fulltext 47 p.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=dedup_wf_001::57f4e4c6f00da55e969b7a8c939e2068
http://hdl.handle.net/2066/199129
http://hdl.handle.net/2066/199129