Search results for author:"Jimmie Leppink"
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Unraveling the Effects of Critical Thinking Instructions, Practice, and Self-Explanation on Students' Reasoning Performance
Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 4 (July 2015) pp. 487–506
Acquisition of critical thinking skills is considered an important goal in higher education, but it is still unclear which specific instructional techniques are effective for fostering it. The main aim of this study was to unravel the impact of...
The Effectiveness of Propositional Manipulation as a Lecturing Method in the Statistics Knowledge Domain
Instructional Science: An International Journal of the Learning Sciences Vol. 41, No. 6 (November 2013) pp. 1127–1140
The current experiment examined the potential effects of the method of propositional manipulation (MPM) as a lecturing method on motivation to learn and conceptual understanding of statistics. MPM aims to help students develop conceptual...
Improving critical thinking: Effects of dispositions and instructions on economics students' reasoning skills
Learning and Instruction Vol. 29, No. 1 (February 2014) pp. 31–42
This experiment investigated the impact of critical thinking dispositions and instructions on economics students' performance on reasoning skills. Participants (
Learning and Instruction Vol. 30, No. 1 (April 2014) pp. 32–42
In two studies, we investigated whether a recently developed psychometric instrument can differentiate intrinsic, extraneous, and germane cognitive load. Study I revealed a similar three-factor solution for language learning (
Ingrid A.E. Spanjers; Karen D. Könings; Jimmie Leppink; Daniëlle M.L. Verstegen; Nynke de Jong; Katarzyna Czabanowska; Jeroen J.G. van Merriënboer
Educational Research Review Vol. 15, No. 1 (June 2015) pp. 59–74
Blended learning, defined as a combination of face-to-face and online learning, is expected to lead to improved education. Besides, practical reasons, like increased access to education and resource management, are mentioned for its implementation....
Journal of Educational Technology & Society Vol. 18, No. 4 pp. 230–245
An increasing part of cognitive load research in technology-based learning includes a component of repeated measurements, that is: participants are measured two or more times on the same performance, mental effort or other variable of interest. In...