Educational videos from a film theory perspective: Relating teacher aims to video characteristics

Autor: Wijnker, W., Bakker, A., van Gog, T.A.J.M., Drijvers, P.H.M., Education and Learning: Development in Interaction, Sub Algemeen Freudenthal Institute, Sub Mathematics Education, Leerstoel van Gog, Mathematics Education

Publikováno v: British Journal of Educational Technology
British Journal of Educational Technology, 50(6), 3175. Wiley-Blackwell

Teachers are increasingly using video in their lessons, with various aims (e.g., to raise students’ levels of conceptual knowledge or interest). Videos that can be used for educational purposes are numerous, ranging from instruction videos to ficti

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::d5fcb901089e7e0e249931d4bfbc854d
https://doi.org/10.1111/bjet.12725

A Quantitative Exploration of Two Teachers with Contrasting Emotions: Intra-Individual Process Analysesof Physiologyand Interpersonal Behavior

Autor: Donker, M.H., van Gog, T.A.J.M., Mainhard, M.T.

Although the association between teacher-student relations,teacher emotions,and burnout has been proven on a general level, we do not know the exact processes underlying these associations. Recently there has beena call for intra-individual process m

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=od_______101::baff47909739da2b1354c85d1ec0ec49
https://dspace.library.uu.nl/handle/1874/376728

Training self?assessment and task?selection skills to foster self?regulated learning: Do trained skills transfer across domains?

Autor: Raaijmakers, S.F., Baars, Martine, Paas, Fred, Van Merrienboer, Jeroen, van Gog, T.A.J.M., Hafd Onderwijsadvies en training, Leerstoel van Gog, Education and Learning: Development in Interaction

Publikováno v: Applied Cognitive Psychology. John Wiley & Sons Ltd.
Applied Cognitive Psychology
Applied Cognitive Psychology, 32(2), 270-277. John Wiley & Sons Ltd.
Applied Cognitive Psychology, 32(2), 270. Wiley-Blackwell
Applied Cognitive Psychology, 32(2), 270-277. Wiley

Summary Students' ability to accurately self‐assess their performance and select a suitable subsequent learning task in response is imperative for effective self‐regulated learning. Video modeling examples have proven effective for training self�

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aaa82c36a87e4ed6cafd9efcf15b392a
https://pure.eur.nl/en/publications/72abbac5-aacb-4103-820d-c2aa2568a61a

Are gesture and speech mismatches produced by an integrated gesture-speech system? A more dynamically embodied perspective is needed for understanding gesture-related learning

Autor: Pouw, Wim T J L, van Gog, T.A.J.M., Zwaan, R., Paas, F., Leerstoel van Gog, Education and Learning: Development in Interaction

Publikováno v: Behavioral and Brain Sciences
Behavioral and Brain Sciences, 40. Cambridge University Press
Behavioral and Brain Sciences, 40:e68. Cambridge University Press

We observe a tension in the target article as it stresses an integrated gesture-speech system that can nevertheless consist of contradictory representational states, which are reflected by mismatches in gesture and speech or sign. Beyond problems of

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::826f8287617777d8c1fd4b5e9072134b
https://doi.org/10.1017/s0140525x15003039

Scaffolding advice on task selection: a safe path toward self-directed learning in on-demand education.

Autor: Kicken, Wendy, Brand-Gruwel, Saskia, Van Merriënboer, Jeroen J. G.

Publikováno v: Journal of Vocational Education & Training; Sep2008, Vol. 60 Issue 3, p223-239, 17p, 1 Diagram