Search results for author:"Karel Kreijns"
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European Educational Research Journal Vol. 5, No. 2 (2006) pp. 110–121
Computer-supported group-based learning requires that interaction has to be structured within the group; otherwise it will not happen. Also, it is important to pay attention to social aspects of a distributed learning group (i.e. group dynamics);...
Educational Psychologist Vol. 48, No. 4 (2013) pp. 229–242
Although there are research findings supporting the positive effects of computer-supported collaborative learning (CSCL), problems have been reported regarding the learning process itself, group formation, and group dynamics. These problems can be...
Open Praxis Vol. 6, No. 2 (Apr 23, 2014) pp. 91–102
The Dutch Ministry of Education, Culture and Science has funded a five years program to encourage the use, creation and sharing of Open Educational Resources (OER) by teachers from various types of education. This program is known as Wikiwijs....
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 2970–2976
Effective coaching of student teachers has become a growing concern for teacher educators due to the increased emphasis placed on learning in the workplace. An important component of coaching is feedback. The literature suggests that feedback given...
E-Learning and Digital Media Vol. 11, No. 1 (2014) pp. 5–18
Social presence is a construct that has attracted the attention of many educational scholars involved in online collaborative learning settings wherein all the dialogue is happening through text-based asynchronous and synchronous communication...
Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 1118–1125
Video Intervision Peer coaching (VIP) aims at the improvement of teacher classroom behavior and the development of an appropriate coaching attitude. Teachers have to videotape their behavior that they wish to improve and discuss the video excerpt in ...
The role of transformative leadership, ICT-infrastructure and learning climate in teachers' use of digital learning materials during their classes
British Journal of Educational Technology Vol. 48, No. 6 (November 2017) pp. 1427–1440
This study investigated whether school organizational variables (ie, transformative leadership (TL), ICT-infrastructure (technical and social) and organizational learning climate were related to teachers' dispositional variables (ie, attitude,...
Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 98–105
A Professional Development Plan (PDP) is used to structure teachers’ professional development path in terms of learning goals and plans of action. In order to study the effects of guidance on the quality of PDPs, the experimental group was offered a ...
Does Successful Use of Digital Learning Materials Predict Teachers’ Intention to Use Them Again in the Future?
The International Review of Research in Open and Distributed Learning Vol. 18, No. 7 (Nov 29, 2017)
Do perceptions of success in using digital learning materials (DLMs) regularly (i.e., several times a week) strengthen (or weaken) teachers\u2019 behavioural intentions to use DLMs again? And which psychological factors have a relationship with the...
EdMedia + Innovate Learning 2018 (Jun 25, 2018) pp. 2142–2150
In educational settings that rely in large part on computer-mediated communication, like online learning and computer-supported collaborative learning, social presence is considered an important aspect of the learning experience. However, because...
Educational Technology Research and Development Vol. 52, No. 3 (2003) pp. 47–66
Electronic collaborative learning environments for learning and working are in vogue. Designers design them according to their own constructivist interpretations of what collaborative learning is and what it should achieve. Educators employ them...
Predicting Teachers' Use of Digital Learning Materials: Combining Self-Determination Theory and the Integrative Model of Behaviour Prediction
European Journal of Teacher Education Vol. 37, No. 4 (2014) pp. 465–478
In this article, we report on a study that investigated the motivational (e.g. intrinsic motivation) and dispositional variables (e.g. attitudes) that determine teachers' intention to use or not to use digital learning materials (DLMs). To...
Computers & Education Vol. 49, No. 2 (September 2007) pp. 176–192
Most asynchronous computer-supported collaborative learning (CSCL) environments can be characterized as functional environments because they focus on functional, task-specific support, often disregarding explicit support for the social (emotional)...
The International Review of Research in Open and Distributed Learning Vol. 16, No. 6 (Dec 03, 2015)
While MOOCS have emerged as a new form of open online education around the world, research is stilling lagging behind to come up with a sound theoretical basis that can cover the impact of socio-economic background variables, ICT competences, prior...