Dr D.T. Tempelaar
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2014). In search for the most informative data for feedback generation: Learning analytics in a data-rich context. Computers in Human Behavior, Special Issue Learning Analytics. DOI: 10.1016/j.chb.2014.05.038
Tempelaar, D. T., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2014). The Pivotal Role of Effort Beliefs in Mediating Implicit Theories of Intelligence and Achievement Goals and Academic Motivations, Social Psychology of Education. DOI: 10.1007/s11218-014-9281-7
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2014). Computer Assisted, Formative Assessment and Dispositional Learning Analytics in Learning Mathematics and Statistics. In M. Kalz and E. Ras (Eds.), Computer Assisted Assessment. Research into E-Assessment, pp. 67-78. Berlin, Springer: Communications in Computer and Information Science, Volume 439. DOI: 10.1007/978-3-319-08657-6_7
Tempelaar, D. T., Rienties, B., & Giesbers, B. (2014). RT-programma’s aan de poort van ho werken. Tijdschrift voor Remedial Teaching 2014/2, 22e jaargang nr. 2, 18-21.
Rienties, B., Tempelaar, D. T., Giesbers, B., Segers, M., & Gijselaers, W. H. (2014). A dynamic analysis of why learners develop a preference for autonomous learners in CMC. Interactive Learning Environments. DOI: 10.1080/10494820.2012.707127. In press.
Rienties, B., Luchoomun, D., Tempelaar, & D. T. (2014). Academic and social integration of master students: a cross-institutional comparison between Dutch and international students. Innovations in Education & Teaching International. 51(2), 130-141. DOI:10.1080/14703297.2013.771973
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50. doi: 10.1111/jcal.12020
Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). Why increased social presence through web-videoconferencing does not automatically lead to improved learning. E-Learning and Digital Media, 11(1), 31-45. DOI: org/10.2304/elea.2014.11.1.31
Tempelaar, D. T., Wosnitza, M., Volet, S., Rienties, B., Giesbers, B., Gijselaers, W. H. (2013). The role of self- and social directed goals in a problem-based, collaborative learning context. Higher Education, 66(2), 253-267. DOI: 10.1007/s10734-012-9602-8
Giesbers, B., Rienties, B., Tempelaar, D., Gijselaers, W. (2013). Investigating the Relations between Motivation, Tool Use, Participation, and Performance in an E-learning Course Using Web-videoconferencing. Computers in Human Behavior, 29(1), 285-292. doi: 10.1016/j.chb.2012.09.005.
Rienties, B., Tempelaar, D. T. (2013). The role of cultural differences of international students on academic and social integration and academic performance in the Netherlands. International Journal of Intercultural Relations. 37(1):188-201. DOI: 10.1016/j.ijintrel.2012.11.004.
Meijer, J., Elshout-Mohr, M., Sleegers, P., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D. (2013). The Development of a Questionnaire on Metacognition for Students in Higher Education. Educational Research, 55(1), 31-52. DOI: http://dx.doi.org/10.1080/00131881.2013.767024
Tempelaar, D. T., Rienties, B., Giesbers, B., & Schim van der Loeff, S. (2013). How Cultural and Learning Style Differences Impact Students’ Learning Preferences in Blended Learning. In E. Jean Francois (Ed.), Transcultural Blended Learning and Teaching in Postsecondary Education, Pages 30-51, DOI: 10.4018/978-1-4666-2014-8.ch003. Hershey PA: IGI Global.
Tempelaar, D. T., Rienties, B., Giesbers, B., & Schim van der Loeff, S. (2013). Cultural differences in learning approaches. In P. Van den Bossche, W. H. Gijselaers and Richard G. Milter (Eds.), Facilitating Learning in the 21st Century: Leading through Technology, Diversity and Authenticity, 1-28, DOI 10.1007/978-94-007-6137-7_1. Dordrecht: Springer-Verlag.
Tempelaar, D. T., Cuypers, H., Van de Vrie, E., Heck, A., Van der Kooij, H. (2013). Formative Assessment and Learning Analytics. In D. Suthers & K. Verbert (Eds.), Proceedings of the 3rd International Conference on Learning Analytics and Knowledge, 205-209. New York: ACM. DOI: 10.1145/2460296.2460337.
Rienties, B., Giesbers, B., Tempelaar, D. T., & Lygo-Baker, S. (2013). Redesigning teaching presence in order to enhance cognitive presence, a longitudinal analysis. In Z. Akyol & D. Garrison (Eds.), Educational Communities of Inquiry: Theoretical Framework, Research and Practice (pp. 109-132). Hershey, PA: IGI Global. DOI: 10.4018/978-1-4666-2110-7.ch007
Rienties, B., Giesbers, B., Tempelaar, D. T., Lygo-Baker, S., Segers, M., & Gijselaers, W. H. (2012). The role of scaffolding and motivation in CSCL. Computers & Education, 59(3), 893-906.
Tempelaar, D. T., Niculescu, A., Rienties, B., Giesbers, B., & Gijselaers, W. H. (2012). How achievement emotions impact students' decisions for online learning, and what precedes those emotions. Internet and Higher Education. 15 (2012), 161-169. DOI information: 10.1016/j.iheduc.2011.10.003.
Tempelaar, Dirk T.; Kuperus, Boudewijn; Cuypers, Hans; van der Kooij, Henk; van de Vrie, Evert; Heck, André (2012). “The Role of Digital, Formative Testing in e-Learning for Mathematics: A Case Study in the Netherlands”. In: “Mathematical e-learning” [online dossier]. Universities and Knowledge Society Journal (RUSC). vol. 9, no 1. UoC.
Tempelaar, Dirk T.; Kuperus, Boudewijn; Cuypers, Hans; van der Kooij, Henk; van de Vrie, Evert; Heck, André (2012). «El papel de los exámenes formativos digitales en el aprendizaje virtual de matemáticas: un estudio de caso en los Países Bajos». En: «Aprendizaje virtual de las matemáticas» [monográfi co en línea]. Revista de Universidad y Sociedad del Conocimiento (RUSC). vol. 9, n.º 1. UoC. (in Spanish)
Tempelaar, Dirk T., Bart Rienties, Wolter Kaper, Bas Giesbers, Sybrand Schim van der Loeff, Leendert van Gastel, Evert van de Vrie, Henk van der Kooij, Hans Cuypers, Mathematics Bridging Education Using an Online, Adaptive E-Tutorial: Preparing International Students for Higher Education (2012). In A. A. Juan, M. A. Huertas, S. Trenholm, & C. Steegmann (Eds.), Teaching Mathematics Online: Emergent Technologies and Methodologies, Pages 167-186, DOI: 10.4018/978-1-60960-875-0.ch008. Hershey PA: IGI Global.
Rienties, Bart, Tempelaar, Dirk T., Pinckaers, Miriam, Giesbers, Bas, Lichel, Linda (2012). The Diverging Effects of Social Network Sites on Receiving Job Information for Students and Professionals. In E. Coakes (Ed.), Technological Change and Societal Growth: Analyzing the Future, Pages 202-217, DOI 10.4018/978-1-4666-0200-7.ch013. Hershey PA: IGI Global.
Tempelaar, D. T., Rienties, B., Giesbers, B., & Schim van der Loeff, S. (2012). Implicit theories of intelligence, effort beliefs, and achievement goals as antecedents of learning motivation and engagement. In J. N. Franco and A. E. Svensgaard (Eds.), Handbook on Psychology of Motivation: New Research, Chapter 15. Hauppauge NY: Nova Science Publishers.
Tempelaar, Dirk T., Rienties, Bart Giesbers, Bas, & Schim van der Loeff, Sybrand (2012). Effectiveness of a Voluntary Postsecondary Remediation Program in Mathematics. In Piet Van den Bossche, Wim H. Gijselaers and Richard G. Milter (Eds.), Advances in Business Education and Training, 1, Volume 4, Learning at the Crossroads of Theory and Practice, Part 4, Pages 199-222, DOI: 10.1007/978-94-007-2846-2_13. Berlin: Springer-Verlag.
Rienties, B., Tempelaar, D. T., Giesbers, B., Segers, M., & Gijselaers, W. H. (2012). A dynamic analysis of why learners develop a preference for autonomous learners in CMC. Interactive Learning Environments.
Rienties, B., Luchoomun, D., Tempelaar, D. T. (2012). Academic and social integration of master students: a cross-institutional comparison between Dutch and international students. Innovations in Education & Teaching International.
Tempelaar, Dirk T.; Rienties, Bart; Giesbers, Bas (2012). Antecedents of learning behaviour in a blended learning environment. In: B. Rienties, P. Daly, S. Reeb-Gruber, K. Reis, & P. Van den Bossche (Eds.), Proceedings of the 19th EDINEB Conference The Role of Business Education in a Chaotic World, pp. 77-84. Haarlem: FEBA ERD Press.
Giesbers, Bas; Rienties, Bart; Tempelaar, Dirk T.; & Gijselaers, Wim (2012). Why increased social presence through web-videoconferencing does not automatically lead to improved learning. In: B. Rienties, P. Daly, S. Reeb-Gruber, K. Reis, & P. Van den Bossche (Eds.), Proceedings of the 19th EDINEB Conference The Role of Business Education in a Chaotic World, pp. 199-207. Haarlem: FEBA ERD Press.
