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Dirk T. Tempelaar
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- affiliation: Maastricht University, School of Business and Economics,The Netherlands
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2020 – today
- 2024
- [c15]Dirk T. Tempelaar
, Anikó Bátori, Bas Giesbers:
Dispositional Learning Analytics to Investigate Students Use of Learning Strategies. CSEDU (2) 2024: 427-438 - 2023
- [j17]Dirk T. Tempelaar
Modelling Temporality in Person- and Variable-Centred Approaches. J. Learn. Anal. 10(2): 51-67 (2023) - 2021
- [c14]Dirk T. Tempelaar
Enabling Precision Education by Learning Analytics Applying Trace, Survey and Assessment Data. ICALT 2021: 355-359 - 2020
- [p1]Dirk T. Tempelaar
Learning Feedback Based on Dispositional Learning Analytics. Machine Learning Paradigms 2020: 69-89
2010 – 2019
- 2019
- [j16]Bart Rienties
Unpacking the intertemporal impact of self-regulation in a blended mathematics environment. Comput. Hum. Behav. 100: 345-357 (2019) - [c13]Dirk T. Tempelaar, Bart Rienties
Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. CSEDU (2) 2019: 38-47 - [c12]Dirk T. Tempelaar
Feedback Preferences of Students Learning in a Blended Environment: Worked Examples, Tutored and Untutored Problem-Solving. CSEDU (Selected Papers) 2019: 51-70 - 2018
- [j15]Jenna Mittelmeier
The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Comput. Educ. 118: 82-95 (2018) - [j14]Dirk T. Tempelaar
Student profiling in a dispositional learning analytics application using formative assessment. Comput. Hum. Behav. 78: 408-420 (2018) - [j13]Dirk T. Tempelaar
A multi-modal study into students' timing and learning regulation: time is ticking. Interact. Technol. Smart Educ. 15(4): 298-313 (2018) - [c11]Dirk T. Tempelaar
Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. CSEDU (1) 2018: 294-301 - [c10]Dirk T. Tempelaar
Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. LAK 2018: 201-205 - 2017
- [j12]Simon Knight
The relationship of (perceived) epistemic cognition to interaction with resources on the internet. Comput. Hum. Behav. 73: 507-518 (2017) - [j11]Simon Knight
The orchestration of a collaborative information seeking learning task. Inf. Retr. J. 20(5): 480-505 (2017) - [j10]Dirk T. Tempelaar
Towards Actionable Learning Analytics Using Dispositions. IEEE Trans. Learn. Technol. 10(1): 6-16 (2017) - 2016
- [c9]Simon Knight, Laura K. Allen, Karen Littleton, Bart Rienties, Dirk T. Tempelaar:
Writing Analytics for Epistemic Features of Student Writing. ICLS 2016 - 2015
- [j9]Dirk T. Tempelaar
In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Comput. Hum. Behav. 47: 157-167 (2015) - [c8]Dirk T. Tempelaar, Bart Rienties
Stability and Sensitivity of Learning Analytics based Prediction Models. CSEDU (1) 2015: 156-166 - [c7]Dirk T. Tempelaar
Verifying the Stability and Sensitivity of Learning Analytics Based Prediction Models: An Extended Case Study. CSEDU (Selected Papers) 2015: 256-273 - [c6]Dirk T. Tempelaar
Understanding the Role of Time on Task in Formative Assessment: The Case of Mathematics Learning. CAA 2015: 120-133 - 2014
- [j8]Bart Rienties
A dynamic analysis of why learners develop a preference for autonomous learners in computer-mediated communication. Interact. Learn. Environ. 22(5): 631-648 (2014) - [j7]Bas Giesbers
A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. J. Comput. Assist. Learn. 30(1): 30-50 (2014) - [c5]Dirk T. Tempelaar
Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics. CAA 2014: 67-78 - 2013
- [j6]Bas Giesbers
Investigating the relations between motivation, tool use, participation, and performance in an e-learning course using web-videoconferencing. Comput. Hum. Behav. 29(1): 285-292 (2013) - [c4]Dirk T. Tempelaar
Formative assessment and learning analytics. LAK 2013: 205-209 - 2012
- [j5]Bart Rienties
The role of scaffolding and motivation in CSCL. Comput. Educ. 59(3): 893-906 (2012) - [j4]Dirk T. Tempelaar
How achievement emotions impact students' decisions for online learning, and what precedes those emotions. Internet High. Educ. 15(3): 161-169 (2012) - [j3]Bart Rienties
A review of the role of information communication technology and course design in transitional education practices. Interact. Learn. Environ. 20(6): 563-581 (2012) - 2010
- [j2]Bart Rienties
The Diverging Effects of Social Network Sites on Receiving Job Information for Students and Professionals. Int. J. Sociotechnology Knowl. Dev. 2(4): 39-53 (2010) - [c3]Bart Rienties, Bas Giesbers, Dirk T. Tempelaar, Mien S. R. Segers, Wim Gijselaers:
An invisible preference for intrinsic motivation in computer-mediated communication. ICLS (1) 2010: 25-32
2000 – 2009
- 2009
- [j1]Bart Rienties
The role of academic motivation in Computer-Supported Collaborative Learning. Comput. Hum. Behav. 25(6): 1195-1206 (2009) - 2008
- [c2]Bart Rienties, Dirk T. Tempelaar, Piet Van den Bossche, Wim Gijselaers, Mien S. R. Segers:
Students' motivations and their contributions to virtual learning. ICLS (2) 2008: 254-261 - [c1]Bart Rienties, Dirk T. Tempelaar, Bas Giesbers, Mien S. R. Segers, W. H. Gijselaers:
Virtual Teams and Preferential Attachment for Intrinsic Motivation. Knowledge Construction in E-learning Context 2008
Coauthor Index
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