Dirk T. Tempelaar

发表

Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2018, CSEDU.

Redesigning teaching presence in order to enhance cognitive presence: a longitudinal analysis

Dirk T. Tempelaar, Bart Rienties, Simon Lygo-Baker, 2013 .

Why Increased Social Presence through Web Videoconferencing Does Not Automatically Lead to Improved Learning

Dirk T. Tempelaar, Bart Rienties, Wim H. Gijselaers, 2014 .

A multi-modal study into students' timing and learning regulation: time is ticking

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2018, Interact. Technol. Smart Educ..

The role of scaffolding and motivation in CSCL

Dirk T. Tempelaar, Bart Rienties, Simon Lygo-Baker, 2012, Comput. Educ..

A review of the role of information communication technology and course design in transitional education practices

Dirk T. Tempelaar, Bart Rienties, Leendert Van Gastel, 2012, Interact. Learn. Environ..

Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2019, CSEDU.

The Diverging Effects of Social Network Sites on Receiving Job Information for Students and Professionals

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2010, Int. J. Sociotechnology Knowl. Dev..

A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2014, J. Comput. Assist. Learn..

Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2015, CSEDU.

The role of academic motivation in Computer-Supported Collaborative Learning

Dirk T. Tempelaar, Bart Rienties, W. H. Gijselaers, 2009, Comput. Hum. Behav..

Student profiling in a dispositional learning analytics application using formative assessment

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2018, Comput. Hum. Behav..

Investigating learning strategies in a dispositional learning analytics context: the case of worked examples

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2018, LAK.

Mathematics bridging education using an online, adaptive e-tutorial : preparing international students for higher education

Dirk T. Tempelaar, Bart Rienties, Hans Cuypers, 2011 .

In search of quality

Dirk T. Tempelaar, Finn Wiedersheim-Paul, Elving Gunnarsson, 1998 .

Students' motivations and their contributions to virtual learning

Dirk T. Tempelaar, Bart Rienties, W. H. Gijselaers, 2008, ICLS.

Towards Actionable Learning Analytics Using Dispositions

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2017, IEEE Transactions on Learning Technologies.

The orchestration of a collaborative information seeking learning task

Chirag Shah, Dirk T. Tempelaar, Bart Rienties, 2017, Information Retrieval Journal.

Learning Feedback Based on Dispositional Learning Analytics

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2020, Machine Learning Paradigms.

A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2014, Interact. Learn. Environ..

An invisible preference for intrinsic motivation in computer-mediated communication

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2010, ICLS.

In search for the most informative data for feedback generation: Learning analytics in a data-rich context

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2015, Comput. Hum. Behav..

Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2019, CSEDU.

Onderwijzen of bijspijkeren

Dirk T. Tempelaar, 2007 .

Stability and Sensitivity of Learning Analytics based Prediction Models

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2015, CSEDU.

Formative assessment and learning analytics

Dirk T. Tempelaar, Hans Cuypers, André Heck, 2013, LAK '13.

Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2013, Comput. Hum. Behav..

Virtual Teams and Preferential Attachment for Intrinsic Motivation

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2008, Knowledge Construction in E-learning Context.

Web-spijkeren I & II

Dirk T. Tempelaar, Bart Rienties, N. Brouwer, 2007 .

Enabling Precision Education by Learning Analytics Applying Trace, Survey and Assessment Data

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2021, 2021 International Conference on Advanced Learning Technologies (ICALT).

How Dispositional Learning Analytics Helps Understanding the Worked-Example Principle.

Dirk T. Tempelaar, 2017 .

Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships

Dirk T. Tempelaar, B. Rienties, D. Whitelock, 2018 .

How achievement emotions impact students' decisions for online learning, and what precedes those emotions

Dirk T. Tempelaar, B. Rienties, Alexandra Niculescu, 2012, Internet High. Educ..

A review of the role of ICT and course design in transitional education practices

Dirk T. Tempelaar, B. Rienties, K. Struyven, 2011 .

Social Presence, Web Videoconferencing and Learning in Virtual Teams

Dirk T. Tempelaar, Bart Rienties, Mien Segers, 2009 .

Learning Analytics and the Measurement of Learning Engagement

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2020, Adoption of Data Analytics in Higher Education Learning and Teaching.

Expectancy-value based achievement motivations and their role in student learning

Dirk T. Tempelaar, 2007 .

A dynamic analysis of why learners develop a preference for autonomous learners in CMC

Dirk T. Tempelaar, M. Segers, B. Rienties, 2012 .

Turning Groups Inside Out: A Social Network Perspective

Dirk T. Tempelaar, B. Rienties, 2018 .

The diverging effects of social network sites on receiving job information for students and professionals

Dirk T. Tempelaar, B. Rienties, B. Giesbers, 2012 .

The Open University ’ s repository of research publications and other research outputs Learning analytics to understand cultural impacts on technology enhanced learning

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2017 .

Adaptive and maladaptive emotions, behaviours and cognitions in the transition to university: The experience of international full degree students

Dirk T. Tempelaar, Dirk Tempelaar, P. Verhoeven, 2016 .

University ’ s repository of research publications and other research outputs Learning analytics to understand cultural impacts on technology enhanced learning Conference Item

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2016 .

Learning analytics to understand cultural impacts on technology enhanced learning

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2016 .

A STRUCTURAL EQUATION MODEL ANALYZING THE RELATIONSHIP OF STUDENTS’ ATTITUDES TOWARD STATISTICS, PRIOR REASONING ABILITIES AND COURSE PERFORMANCE

Dirk T. Tempelaar, W. Gijselaers, S. S. V. D. Loeff, 2007 .

Extending the change-change model of achievement emotions: The inclusion of negative learning emotions

Dirk T. Tempelaar, Alexandra Niculescu, Mien Segers, 2016 .

The structural relationship between students’ epistemological beliefs and conceptions of teaching and learning

Dirk T. Tempelaar, W. Gijselaers, H. Otting, 2010 .

Proceedings of the 17th EDINEB Conference: Crossing borders in Education and Work-based Learning

Dirk T. Tempelaar, Bart Rienties, Wim Gijselaers, 2011 .

Educational Innovation in Economics and Business II

Dirk T. Tempelaar, Elving Gunnarsson, Finn Wiedersheim-Paul, 1998 .

The Role of Digital, Formative Testing in e-Learning for Mathematics: A Case Study in the Netherlands

Dirk T. Tempelaar, Hans Cuypers, André Heck, 2015, RUSC, Universities and Knowledge Society Journal.

Puzzles in Statistical Reasoning

Dirk T. Tempelaar, Wim H. Gijselaers, W. Gijselaers, 2006 .

Feelings and performance in the first year at university: Learning-related emotions as predictors of achievement outcomes in mathematics and statistics

Dirk T. Tempelaar, J. Leppink, M. Segers, 2015 .

Congruence Of Assessment And Instructional System: The Case Of Problem-Based Learning

Dirk T. Tempelaar, Dirk Tempelaar, 1998 .

Subjective data, objective data and the role of bias in predictive modelling: Lessons from a dispositional learning analytics application

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2020, PloS one.

An online summer course for prospective international students to remediate deficiencies in Math prior knowledge: the case of ALEKS

Dirk T. Tempelaar, Bart Rienties, Martin Rehm, 2006 .

WHAT TYPE OF STUDENTS PREFER WHAT COMPONENTS OF A BLENDED LEARNING ENVIRONMENT? A CLUSTER-ANALYTIC INVESTIGATION

Dirk T. Tempelaar, B. Rienties, S. S. V. D. Loeff, 2009 .

Expertise Development of Hospitality Students: Do Personality, Emotional Intelligence, and Learning Style Matter?

Dirk T. Tempelaar, W. Gijselaers, Simon Beausaert, 2016 .

The development of a questionnaire on metacognition for students in higher education

Dirk T. Tempelaar, Dirk Tempelaar, J. Meijer, 2013 .

The Making of Hospitality Managers: The Role of Knowledge in the Development of Expertise

Dirk T. Tempelaar, W. Gijselaers, Simon Beausaert, 2015 .

Individual differences in the preference for worked examples: Lessons from an application of dispositional learning analytics

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2020, Applied Cognitive Psychology.

Open Research Online Individual diﬀerences in the preference for worked examples: lessons from an application of dispositional learning analytics

Dirk T. Tempelaar, B. Rienties, Q. Nguyen, 2022 .

LEARNING ANALYTICS AND ITS DATA SOURCES: WHY WE NEED TO FOSTER ALL OF THEM

Dirk T. Tempelaar, 2021, 18th International Conference Cognition and Exploratory Learning in Digital Age 2021.

Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships

Dirk T. Tempelaar, B. Rienties, D. Whitelock, 2017, Higher Education.

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

Dirk T. Tempelaar, B. Rienties, W. Gijselaers, 2014, Social Psychology of Education.

Academic and social integration of Master students: a cross-institutional comparison between Dutch and international students

Dirk T. Tempelaar, B. Rienties, Dharmadeo Luchoomun, 2014 .

The role of self- and social directed goals in a problem-based, collaborative learning context

Dirk T. Tempelaar, S. Volet, B. Rienties, 2013, Higher Education.

The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations

Dirk T. Tempelaar, B. Rienties, W. Gijselaers, 2015 .

Incorporating student opinion into opinion mining

Dirk T. Tempelaar, Z. Zdráhal, B. Rienties, 2022, Open World Learning.

Open Research Online Incorporating student opinion into opinion mining: A student-sourced sentiment analysis classiﬁer

Dirk T. Tempelaar, Z. Zdráhal, B. Rienties, 2022 .

A structural equation model analyzing the relationship of student achievement motivations and personality factors in a range of academic subject-matter areas

Dirk T. Tempelaar, Wim H. Gijselaers, Dirk Tempelaar, 2007 .

The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course

Denise Whitelock, Dirk T. Tempelaar, Bart Rienties, 2018, Comput. Educ..

Cultural Differences in Learning Dispositions

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2013 .

How cultural and learning style differences impact students’ learning preferences in blended learning

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2013 .

Unpacking the intertemporal impact of self-regulation in a blended mathematics environment

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2019, Comput. Hum. Behav..

The role of cultural dimensions of international and Dutch students on academic and social integration and academic performance in the Netherlands

Dirk T. Tempelaar, B. Rienties, 2013 .

Supporting the less-adaptive student: the role of learning analytics, formative assessment and blended learning

Dirk T. Tempelaar, 2019, Assessment & Evaluation in Higher Education.

Educational innovation in economics and business administration : the case of problem-based learning

Dirk T. Tempelaar, Wim H. Gijselaers, Kathryn Nantz, 1995 .

The Role of Metacognition in Business Education

Dirk T. Tempelaar, Dirk Tempelaar, 2006 .

Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data

Dirk T. Tempelaar, A. Niculescu, 2021, Motivation and Emotion.

Types of boredom and other learning activity emotions: A person-centred investigation of inter-individual data

Dirk T. Tempelaar, A. Niculescu, 2021, Motivation and Emotion.

Exploring the Antecedents of Learning-Related Emotions and Their Relations with Achievement Outcomes.

Dirk T. Tempelaar, M. Segers, W. Gijselaers, 2015 .

Remedial Online Teaching on a Summer Course

Dirk T. Tempelaar, Bart Rienties, Wim H. Gijselaers, 2006 .

Longitudinal Study of Online Remedial Education Effects

Dirk T. Tempelaar, Bart Rienties, Martin Rehm, 2008 .

Personality traits and academic performance: Correcting self-assessed traits with vignettes

Dirk T. Tempelaar, Bart H. H. Golsteyn, J. Coenen, 2021, PloS one.

Time Preferences, Study Effort, and Academic Performance

Dirk T. Tempelaar, Arjan Non, Arjan Non, 2015, SSRN Electronic Journal.

On Subject Variations in Achievement Motivations: A Study in Business Subjects

Dirk T. Tempelaar, W. Gijselaers, J. Nijhuis, 2011 .

Effectiveness of a voluntary postsecondary remediation program in mathematics

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2012 .

COMMONALITIES IN ATTITUDES AND BELIEFS TOWARD DIFFERENT ACADEMIC SUBJECTS

Dirk T. Tempelaar, J. Nijhuis, 2007 .

Educational Innovation in Economics and Business Administration

Dirk T. Tempelaar, Wim H. Gijselaers, Dirk Tempelaar, 1995 .

Special Issue: The Mobility of Lifelong Learners and IT

Dirk T. Tempelaar, Bart Rienties, Dirk Tempelaar, 2009 .

Who Profits Most from Blended Learning?

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2009 .

The relationship of (perceived) epistemic cognition to interaction with resources on the internet

Dirk T. Tempelaar, Bart Rienties, Chirag Shah, 2017, Comput. Hum. Behav..

Student Learning Preferences in a Blended Learning Environment: Investigating the Relationship Between Tool Use and Learning Approaches

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2011 .

Business Students’ Self-Theories, Goal Orientations, and Achievement Motivations

Dirk T. Tempelaar, W. Gijselaers, S. S. V. D. Loeff, 2009 .

The Role of Critical Thinking Skills in Students’ Attitudes Toward Business Subjects

Dirk T. Tempelaar, 2008 .

The role of self- and social directed goals in a problem-based, collaborative learning context

Dirk T. Tempelaar, Bart Rienties, Wim H. Gijselaers, 2013 .

University ’ s repository of research publications and other research outputs The pivotal role of effort beliefs in mediating implicit theories of intelligence and achievement goals & academic motivations

Dirk T. Tempelaar, B. Rienties, W. Gijselaers, 2016 .

Adding dispositions to create pedagogy-based Learning Analytics

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2017 .

Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement

Dirk T. Tempelaar, B. Rienties, S.J.H. Giesbers, 2012 .

Dispositional Learning Analytics for Supporting Individualized Learning Feedback

Dirk T. Tempelaar, B. Rienties, Quan Nguyen, 2021, Frontiers in Education.

Student profiling in a dispositional learning analytics application using formative assessment

Dirk T. Tempelaar, B. Rienties, Jenna Mittelmeier, 2018, Comput. Hum. Behav..

Understanding self-regulation strategies in problem-based learning through dispositional learning analytics

Dirk T. Tempelaar, B. Giesbers, Anikó Bátori, 2024, Frontiers in Education.

Academic boredom(s): a person-centered investigation

Dirk T. Tempelaar, A. Niculescu, 2023, Frontiers in sociology.

STUDENTS USE OF LEARNING AIDS: LESSONS FROM LEARNING ANALYTICS

Dirk T. Tempelaar, 2022, Proceeedings of the 19th International Conference on Cognition and Exploratory Learning in the Digital Age (CELDA 2022).

LEARNING ENGAGEMENT, LEARNING OUTCOMES AND LEARNING GAINS: LESSONS FROM LA

Dirk T. Tempelaar, B. Rienties, Quan Nguyen, 2019, Proceedings of the 16th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2019).

A multi-modal study into students' timing and learning regulation: time is ticking

Dirk T. Tempelaar, B. Rienties, Quan Nguyen, 2018, Interact. Technol. Smart Educ..

Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2015, CAA.

Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics

Dirk T. Tempelaar, Bart Rienties, Bas Giesbers, 2014, CAA.

Formative assessment and learning analytics

Dirk T. Tempelaar, A. Heck, H. Cuypers, 2013, LAK '13.

Dispositional Learning Analytics to Investigate Students Use of Learning Strategies

Dirk T. Tempelaar, B. Giesbers, Anikó Bátori, 2024, CSEDU.

What learning analytics based prediction models tell us about feedback preferences of students

Dirk T. Tempelaar, Bart Rienties, Quan Nguyen, 2016 .

The role of academic motivation in Computer-Supported Collaborative Learning

Dirk T. Tempelaar, M. Segers, B. Rienties, 2009, Comput. Hum. Behav..