| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
An analytical framework for analyzing student teachers’ verbal interaction in learning situations
|
Sánchez, Victoria
|
|
2012
|
41 |
2 |
p. 247-269
|
artikel
|
| 2 |
Audio-based versus text-based asynchronous online discussion: two case studies
|
Hew, Khe Foon
|
|
2012
|
41 |
2 |
p. 365-380
|
artikel
|
| 3 |
Broadening the notion of participation in online discussions: examining patterns in learners’ online listening behaviors
|
Wise, Alyssa Friend
|
|
2012
|
41 |
2 |
p. 323-343
|
artikel
|
| 4 |
Convergent cognition
|
Rich, Peter J.
|
|
2012
|
41 |
2 |
p. 431-453
|
artikel
|
| 5 |
Facilitating team learning through transformational leadership
|
Raes, Elisabeth
|
|
2012
|
41 |
2 |
p. 287-305
|
artikel
|
| 6 |
From the lab to the dorm room: metacognitive awareness and use of spaced study
|
Susser, Jonathan A.
|
|
2012
|
41 |
2 |
p. 345-363
|
artikel
|
| 7 |
On the role of discipline-related self-concept in deep and surface approaches to learning among university students
|
Platow, Michael J.
|
|
2012
|
41 |
2 |
p. 271-285
|
artikel
|
| 8 |
Primary mathematics teachers’ goal orientations and student achievement
|
Throndsen, Inger
|
|
2012
|
41 |
2 |
p. 307-322
|
artikel
|
| 9 |
The effects of skill diversity on commenting and revisions
|
Patchan, Melissa M.
|
|
2012
|
41 |
2 |
p. 381-405
|
artikel
|
| 10 |
The expertise reversal effect concerning instructional explanations
|
Rey, Günter Daniel
|
|
2012
|
41 |
2 |
p. 407-429
|
artikel
|
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