| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Answering questions after initial study guides attention during restudy
|
Dirkx, Kim J. H.
|
|
2014
|
43 |
1 |
p. 59-71
|
artikel
|
| 2 |
Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they?
|
Dewolf, Tinne
|
|
2014
|
43 |
1 |
p. 147-171
|
artikel
|
| 3 |
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning?
|
Wijnia, Lisette
|
|
2014
|
43 |
1 |
p. 39-58
|
artikel
|
| 4 |
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings
|
Schmeck, Annett
|
|
2014
|
43 |
1 |
p. 93-114
|
artikel
|
| 5 |
Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases
|
Hew, Khe Foon
|
|
2014
|
43 |
1 |
p. 19-38
|
artikel
|
| 6 |
The effects of 3D-representation instruction on composite-solid surface-area learning for elementary school students
|
Sung, Yao-Ting
|
|
2014
|
43 |
1 |
p. 115-145
|
artikel
|
| 7 |
Validity of the learning portfolio: analysis of a portfolio proposal for the university
|
Gregori-Giralt, Eva
|
|
2014
|
43 |
1 |
p. 1-17
|
artikel
|
| 8 |
When feedback is cognitively-demanding: the importance of working memory capacity
|
Fyfe, Emily R.
|
|
2014
|
43 |
1 |
p. 73-91
|
artikel
|
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