| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
Academic achievement
|
Maclellan, Effie
|
|
2005
|
|
3 |
p. 194-206
|
artikel
|
| 2 |
Active learning in the online environment: The integration of student-generated audio files
|
Bolliger, Doris U
|
|
2013
|
|
3 |
p. 201-211
|
artikel
|
| 3 |
Active learning: The importance of developing a comprehensive measure
|
Carr, Rodney
|
|
2015
|
|
3 |
p. 173-186
|
artikel
|
| 4 |
Adjustment-seeking behavior: The role of political skill and self-efficacy in training students to be more actively engaged in their studies
|
Geyer, Paul D
|
|
2018
|
|
3 |
p. 225-237
|
artikel
|
| 5 |
A first year experience of student-directed peer-assisted learning
|
Hammond, John A.
|
|
2010
|
|
3 |
p. 201-212
|
artikel
|
| 6 |
A Model of Student Learning in Community Service Field Placements
|
Dreuth, Laura
|
|
2002
|
|
3 |
p. 251-264
|
artikel
|
| 7 |
An empirical study of self-perceived employability: Improving the prospects for student employment success in an uncertain environment
|
Qenani, Eivis
|
|
2014
|
|
3 |
p. 199-213
|
artikel
|
| 8 |
Annual Index
|
|
|
2006
|
|
3 |
p. 283-284
|
artikel
|
| 9 |
Annual Index
|
|
|
2005
|
|
3 |
p. 269-270
|
artikel
|
| 10 |
Annual Index
|
|
|
2004
|
|
3 |
p. 285-286
|
artikel
|
| 11 |
Assessing small-scale interventions in large-scale teaching
|
Dyson, Benjamin J.
|
|
2008
|
|
3 |
p. 265-282
|
artikel
|
| 12 |
Barriers to Reflective Practice
|
Davis, Margaret
|
|
2003
|
|
3 |
p. 243-255
|
artikel
|
| 13 |
Book Review: Action Learning Handbook: Powerful Techniques for Education, Training and Professional Development
|
Howe, Madeleine
|
|
2004
|
|
3 |
p. 280-282
|
artikel
|
| 14 |
Book Review: Assessment, Learning and Employability
|
McFarlane, Kathryn
|
|
2004
|
|
3 |
p. 282-283
|
artikel
|
| 15 |
Book Review: Distributed Learning: Social and Cultural Approaches to Practice
|
Turner, David
|
|
2004
|
|
3 |
p. 284-284
|
artikel
|
| 16 |
Book Review: Putting the University Online: Information, Technology and Organizational Change
|
Hanson, Janet
|
|
2004
|
|
3 |
p. 279-280
|
artikel
|
| 17 |
Book Reviews
|
Hurst, Alan
|
|
2002
|
|
3 |
p. 286-287
|
artikel
|
| 18 |
Book Reviews
|
Bhatoo, Azad
|
|
2002
|
|
3 |
p. 287-288
|
artikel
|
| 19 |
Book Reviews
|
Holmes, Alison
|
|
2002
|
|
3 |
p. 285-286
|
artikel
|
| 20 |
Book Reviews
|
Wahlberg, Olle
|
|
2002
|
|
3 |
p. 288-289
|
artikel
|
| 21 |
Central issues in the use of computer-based materials for high volume entrepreneurship education
|
Cooper, Billy
|
|
2007
|
|
3 |
p. 201-217
|
artikel
|
| 22 |
Changing roles and competencies of academics
|
Briggs, Senga
|
|
2005
|
|
3 |
p. 256-268
|
artikel
|
| 23 |
Choices of approaches in e-moderation: Conclusions from a grounded theory study
|
Vlachopoulos, Panos
|
|
2010
|
|
3 |
p. 213-224
|
artikel
|
| 24 |
Cognitive Prerequisites and Learning
|
Dochy, Filip
|
|
2002
|
|
3 |
p. 265-284
|
artikel
|
| 25 |
Collaborating within the ‘risk zone’
|
Nomdo, Gideon J.
|
|
2004
|
|
3 |
p. 205-216
|
artikel
|
| 26 |
Communication technology use and study skills
|
Thompson, Penny
|
|
2017
|
|
3 |
p. 257-270
|
artikel
|
| 27 |
Comparison of high-technology active learning and low-technology active learning classrooms
|
Nicol, Adelheid AM
|
|
2018
|
|
3 |
p. 253-265
|
artikel
|
| 28 |
Conceptions of early leaving: a comparison of the views of teaching staff and students
|
Young, Pat
|
|
2007
|
|
3 |
p. 275-287
|
artikel
|
| 29 |
Does a case-based online group project increase students’ satisfaction with interaction in online courses?
|
Lee, Sang Joon
|
|
2016
|
|
3 |
p. 249-260
|
artikel
|
| 30 |
Do interactive learning spaces increase student achievement? A comparison of classroom context
|
Vercellotti, Mary Lou
|
|
2018
|
|
3 |
p. 197-210
|
artikel
|
| 31 |
Editorial
|
Baldwin, Lynne P.
|
|
2010
|
|
3 |
p. 163-166
|
artikel
|
| 32 |
Editorial
|
Baldwin, Lynne P.
|
|
2005
|
|
3 |
p. 179-181
|
artikel
|
| 33 |
Editorial
|
Baldwin, Lynne P.
|
|
2004
|
|
3 |
p. 203-204
|
artikel
|
| 34 |
Editorial
|
Baldwin, Lynne P.
|
|
2006
|
|
3 |
p. 203-211
|
artikel
|
| 35 |
Editorial
|
Baldwin, Lynne P.
|
|
2007
|
|
3 |
p. 195-200
|
artikel
|
| 36 |
Editorial
|
Baldwin, Lynne P
|
|
2016
|
|
3 |
p. 171-178
|
artikel
|
| 37 |
Editorial
|
Baldwin, Lynne P
|
|
2014
|
|
3 |
p. 189-197
|
artikel
|
| 38 |
Editorial
|
Baldwin, Lynne P
|
|
2017
|
|
3 |
p. 191-198
|
artikel
|
| 39 |
Editorial
|
Baldwin, Lynne
|
|
2018
|
|
3 |
p. 189-195
|
artikel
|
| 40 |
Editorial
|
Baldwin, Lynne P
|
|
2015
|
|
3 |
p. 167-172
|
artikel
|
| 41 |
Editorial
|
Baldwin, Lynne P
|
|
2013
|
|
3 |
p. 165-173
|
artikel
|
| 42 |
Editorial
|
Baldwin, Lynne P
|
|
2012
|
|
3 |
p. 171-176
|
artikel
|
| 43 |
Editorial
|
Baldwin, Lynne
|
|
2019
|
|
3 |
p. 183-187
|
artikel
|
| 44 |
Editorial
|
Baldwin, Lynne P.
|
|
2009
|
|
3 |
p. 187-190
|
artikel
|
| 45 |
Editorial
|
Brown, Sally
|
|
2002
|
|
3 |
p. 203-204
|
artikel
|
| 46 |
Editorial
|
Baldwin, Lynne P.
|
|
2003
|
|
3 |
p. 211-213
|
artikel
|
| 47 |
Editorial
|
Baldwin, Lynne P.
|
|
2008
|
|
3 |
p. 195-199
|
artikel
|
| 48 |
Effects of a heedful interrelating intervention on collaborative teams
|
Daniel, Sarah R
|
|
2017
|
|
3 |
p. 199-212
|
artikel
|
| 49 |
Effects of performance assessment on the achievement and motivation of graduate students
|
Hancock, Dawson R.
|
|
2007
|
|
3 |
p. 219-231
|
artikel
|
| 50 |
Empowering or compelling reluctant participators using audience response systems
|
Graham, Charles R.
|
|
2007
|
|
3 |
p. 233-258
|
artikel
|
| 51 |
Exploring mentors’ perceptions of mentees and the mentoring relationship in a multicultural service-learning context
|
Lee, Jenny J
|
|
2017
|
|
3 |
p. 243-256
|
artikel
|
| 52 |
Exploring teaching and learning using an iTouch mobile device
|
Mayberry, John
|
|
2012
|
|
3 |
p. 203-217
|
artikel
|
| 53 |
Facilitating improved writing among students through directed peer review
|
Crossman, Joanne M
|
|
2012
|
|
3 |
p. 219-229
|
artikel
|
| 54 |
First Impressions Last
|
Edward, Norrie S.
|
|
2003
|
|
3 |
p. 226-242
|
artikel
|
| 55 |
Frequent collaborative quiz taking and conceptual learning
|
Rezaei, Ali R
|
|
2015
|
|
3 |
p. 187-196
|
artikel
|
| 56 |
From traditional essay to ‘Ready Steady Cook’ presentation
|
Leedham, Maria
|
|
2009
|
|
3 |
p. 191-206
|
artikel
|
| 57 |
Gender differences in coping strategies of undergraduate students and their impact on self-esteem and attainment
|
Lawrence, Julia
|
|
2006
|
|
3 |
p. 273-281
|
artikel
|
| 58 |
Gendered perceptions of learning and fairness when choice between exam types is offered
|
Mauldin, R. Kirk
|
|
2009
|
|
3 |
p. 253-264
|
artikel
|
| 59 |
Higher Education Teaching
|
Duff, Alistair S.
|
|
2003
|
|
3 |
p. 256-270
|
artikel
|
| 60 |
History, learning technology and student achievement
|
Rogers, Graham
|
|
2004
|
|
3 |
p. 232-247
|
artikel
|
| 61 |
How students cope with part-time study
|
Kember, David
|
|
2005
|
|
3 |
p. 230-242
|
artikel
|
| 62 |
Identifying predictors of students’ perception of and engagement with assessment feedback
|
Ali, Nadia
|
|
2018
|
|
3 |
p. 239-251
|
artikel
|
| 63 |
Impact of the provision and timing of instructor-provided notes on university students’ learning
|
Raver, Sharon A.
|
|
2010
|
|
3 |
p. 189-200
|
artikel
|
| 64 |
Implementation and evaluation of a formal academic-peer-mentoring programme in higher education
|
Cornelius, Vanessa
|
|
2016
|
|
3 |
p. 193-205
|
artikel
|
| 65 |
Improving student engagement: Ten proposals for action
|
Zepke, Nick
|
|
2010
|
|
3 |
p. 167-177
|
artikel
|
| 66 |
Introducing new students to ICT
|
Pritchard, Alan
|
|
2004
|
|
3 |
p. 248-262
|
artikel
|
| 67 |
Investigating the relationship among extracurricular activities, learning approach and academic outcomes: A case study
|
Chan, Yiu-Kong
|
|
2016
|
|
3 |
p. 223-233
|
artikel
|
| 68 |
Investigating the relationships between loneliness and learning burnout
|
Lin, Shu-Hui
|
|
2012
|
|
3 |
p. 231-243
|
artikel
|
| 69 |
Learning about reflection from the student
|
Bulpitt, Helen
|
|
2005
|
|
3 |
p. 207-217
|
artikel
|
| 70 |
Listening to students
|
Rae, Agnes M.
|
|
2008
|
|
3 |
p. 217-230
|
artikel
|
| 71 |
Making disciplinary writing and thinking practices an integral part of academic content teaching
|
Hunter, Kerry
|
|
2013
|
|
3 |
p. 227-239
|
artikel
|
| 72 |
Managing the transition into higher education
|
Laing, Christopher
|
|
2005
|
|
3 |
p. 243-255
|
artikel
|
| 73 |
Mandatory service learning at university: Do less-inclined students learn from it?
|
Chan, Stephen CF
|
|
2019
|
|
3 |
p. 189-202
|
artikel
|
| 74 |
Measuring intangible outcomes can be problematic: The challenge of assessing learning during international short-term study experiences
|
Cushing, Debra Flanders
|
|
2019
|
|
3 |
p. 203-217
|
artikel
|
| 75 |
Peer review as a strategy for improving students’ writing process
|
Baker, Kimberly M
|
|
2016
|
|
3 |
p. 179-192
|
artikel
|
| 76 |
Performance of cooperative learning groups in a postgraduate education research methodology course
|
Onwuegbuzie, Anthony J.
|
|
2009
|
|
3 |
p. 265-277
|
artikel
|
| 77 |
Placement Learning and the Code of Practice
|
Fell, Alan
|
|
2003
|
|
3 |
p. 214-225
|
artikel
|
| 78 |
Predicting peer-assisted study session attendance
|
Allen, Peter J
|
|
2019
|
|
3 |
p. 249-262
|
artikel
|
| 79 |
Recognizing the enhancement of graduate attributes and employability through part-time work while at university
|
Muldoon, Robyn
|
|
2009
|
|
3 |
p. 237-252
|
artikel
|
| 80 |
Repositioning the subject discipline for an ‘academic-enhancement’ model of widening participation: A philosophical sketch
|
O’Brien, Mark
|
|
2013
|
|
3 |
p. 241-250
|
artikel
|
| 81 |
Self-assessment of video-recorded presentations: Does it improve skills?
|
Ritchie, Sian M
|
|
2016
|
|
3 |
p. 207-221
|
artikel
|
| 82 |
Simulations and games
|
Moizer, Jonathan
|
|
2009
|
|
3 |
p. 207-224
|
artikel
|
| 83 |
Simulations and games
|
Lean, Jonathan
|
|
2006
|
|
3 |
p. 227-242
|
artikel
|
| 84 |
Skills, learning styles and success of first-year undergraduates
|
Goldfinch, Judy
|
|
2007
|
|
3 |
p. 259-273
|
artikel
|
| 85 |
Social media and peer feedback: What do students really think about using Wiki and Facebook as platforms for peer feedback?
|
Demirbilek, Muhammet
|
|
2015
|
|
3 |
p. 211-224
|
artikel
|
| 86 |
Stereotype threat, anxiety, instructor gender, and underperformance in women
|
Kapitanoff, Susan
|
|
2017
|
|
3 |
p. 213-229
|
artikel
|
| 87 |
Student motivations as predictors of high-level cognitions in project-based classrooms
|
Stolk, Jonathan
|
|
2014
|
|
3 |
p. 231-247
|
artikel
|
| 88 |
Teaching African conflicts
|
Dougherty, Beth K.
|
|
2003
|
|
3 |
p. 271-283
|
artikel
|
| 89 |
Teaching autonomy
|
Railton, Diane
|
|
2005
|
|
3 |
p. 182-193
|
artikel
|
| 90 |
Teaching style and learning in a quantitative classroom
|
Giles, Jan
|
|
2006
|
|
3 |
p. 213-225
|
artikel
|
| 91 |
Teamwork satisfaction: Exploring the multilevel interaction of teamwork interest and group extraversion
|
French, Kimberly A
|
|
2013
|
|
3 |
p. 189-200
|
artikel
|
| 92 |
‘Testing, testing...’
|
Pitts, Stephanie E.
|
|
2005
|
|
3 |
p. 218-229
|
artikel
|
| 93 |
Textbook publishers’ website objective question banks
|
Johnston, Scott Paul
|
|
2006
|
|
3 |
p. 257-271
|
artikel
|
| 94 |
The contribution of work-based supervision to interprofessional learning on a masters programme in Community Mental Health
|
Bailey, Di
|
|
2004
|
|
3 |
p. 263-278
|
artikel
|
| 95 |
The effectiveness of classroom capture technology
|
Ford, Máire B
|
|
2012
|
|
3 |
p. 191-201
|
artikel
|
| 96 |
The effects of ePortfolio-based learning model on student self-regulated learning
|
Nguyen, Lap Trung
|
|
2015
|
|
3 |
p. 197-209
|
artikel
|
| 97 |
The flipped classroom: Does viewing the recordings matter?
|
Heijstra, Thamar Melanie
|
|
2018
|
|
3 |
p. 211-223
|
artikel
|
| 98 |
The impact of assessment tasks on subsequent examination performance
|
Van Gaal, Frank
|
|
2013
|
|
3 |
p. 213-225
|
artikel
|
| 99 |
The impact of cooperative learning on student engagement: Results from an intervention
|
Herrmann, Kim J
|
|
2013
|
|
3 |
p. 175-187
|
artikel
|
| 100 |
The impact of student activity in a virtual learning environment on their final mark
|
Mogus, Ana M
|
|
2012
|
|
3 |
p. 177-189
|
artikel
|
| 101 |
The importance of establishing relevance in motivating student learning
|
Kember, David
|
|
2008
|
|
3 |
p. 249-263
|
artikel
|
| 102 |
The influence of reasons for attending university on university experience: A comparison between students with and without disabilities
|
Reed, Maureen J
|
|
2015
|
|
3 |
p. 225-236
|
artikel
|
| 103 |
The locus of power in UK universities
|
Lomas, Laurie
|
|
2006
|
|
3 |
p. 243-255
|
artikel
|
| 104 |
The medium makes the message: Effects of cues on students’ lecture notes
|
Huxham, Mark
|
|
2010
|
|
3 |
p. 179-188
|
artikel
|
| 105 |
The potential of cognitive think-aloud protocols for educational action-research
|
Cowan, John
|
|
2019
|
|
3 |
p. 219-232
|
artikel
|
| 106 |
The power of in-class debates
|
Kennedy, Ruth R.
|
|
2009
|
|
3 |
p. 225-236
|
artikel
|
| 107 |
The Role and Integration of Learning Outcomes into the Educational Process
|
Watson, Paul
|
|
2002
|
|
3 |
p. 205-219
|
artikel
|
| 108 |
The silent participant in small group collaborative learning contexts
|
Remedios, Louisa
|
|
2008
|
|
3 |
p. 201-216
|
artikel
|
| 109 |
The Trouble with Learning Outcomes
|
Hussey, Trevor
|
|
2002
|
|
3 |
p. 220-233
|
artikel
|
| 110 |
The usefulness of structured mid-term feedback as a catalyst for change in higher education classes
|
Diamond, Miriam Rosalyn
|
|
2004
|
|
3 |
p. 217-231
|
artikel
|
| 111 |
Towards using relevant collegial contexts for academic development
|
Heinrich, Eva
|
|
2014
|
|
3 |
p. 215-230
|
artikel
|
| 112 |
Understanding the Space of Experiential Variation
|
Fazey, John A.
|
|
2002
|
|
3 |
p. 234-250
|
artikel
|
| 113 |
Using action research to teach students to manage team learning and improve teamwork satisfaction
|
Scott-Ladd, Brenda
|
|
2008
|
|
3 |
p. 231-248
|
artikel
|
| 114 |
Using pre-lecture activities to enhance learner engagement in a large group setting
|
Kinsella, Gemma K
|
|
2017
|
|
3 |
p. 231-242
|
artikel
|
| 115 |
What’s used and what’s useful? Exploring digital technology use(s) among taught postgraduate students
|
Henderson, Michael
|
|
2016
|
|
3 |
p. 235-247
|
artikel
|
| 116 |
Working in partnership: The role of Peer Assisted Study Sessions in engaging the Citizen Scholar
|
McIntosh, Emily A
|
|
2019
|
|
3 |
p. 233-248
|
artikel
|
| 117 |
Worrying about what others think: A social-comparison concern intervention in small learning groups
|
Micari, Marina
|
|
2014
|
|
3 |
p. 249-262
|
artikel
|
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