Search results for author:"Jeroen J. G. Merriënboer"
Total records matched: 4 Search took: 0.307 secs
You may get more results with author:"Jeroen J. G. Merriënboer".
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...
Differences between Students' and Teachers' Perceptions of Education: Profiles to Describe Congruence and Friction
Instructional Science: An International Journal of the Learning Sciences Vol. 42, No. 1 (January 2014) pp. 11–30
Teachers and students have their own perceptions of education. Congruent perceptions contribute to optimal teaching-learning processes and help achieving best learning outcomes. This study investigated patterns in differences between students'...
Self-Regulation of Secondary School Students: Self-Assessments Are Inaccurate and Insufficiently Used for Learning-Task Selection
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 3 (2018) pp. 357–381
Self-assessment and task selection are important self-regulated learning skills for secondary school students. More specifically, selecting new tasks based on self-assessments is very important for them, because teachers are not always present or...
Ludo W. van Meeuwen; Saskia Brand-Gruwel; Paul A. Kirschner; Jeano J. P. R. de Bock; Jeroen J. G. van Merriënboer
Educational Technology Research and Development Vol. 66, No. 1 (2018) pp. 53–73
In complex cognitive domains such as air traffic control, professionals must be able to adapt to and act upon continuing changes in a highly advanced technological work environment. To function optimally in such an environment, the controllers must...