Search results for author:"Rob. L. Martens"
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Towards a unified theory of task-specific motivation
Cornelis J. de Brabander; Rob L. Martens
Educational Research Review Vol. 11, No. 1 (January 2014) pp. 27–44
This study aims to integrate the current proliferation of motivation theories in a Unified Model of Task-specific Motivation (UMTM). According to this model readiness for action results from an interaction between four relatively independent types...
Language: English
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Web-Based Support for Constructing Competence Maps: Design and Formative Evaluation
Angela Stoof; Rob L. Martens; Jeroen J. G. van Merrienboer
Educational Technology Research and Development Vol. 55, No. 4 (August 2007) pp. 347–368
This article describes the design and formative evaluation of a Web-based tool that supports curriculum developers in constructing competence maps. Competence maps describe final attainment levels of educational programs in terms of--interrelated-...
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The Design of Competency-Based Performance Assessment in E-Learning
Dominique M. A. Sluijsmans; Frans J. Prins; Rob L. Martens
Learning Environments Research Vol. 9, No. 1 (April 2006) pp. 45–66
This article focuses on the design of competency-based performance assessment in e-learning. Though effort has been invested in designing powerful e-learning environments, relatively little attention has been paid to the design of valid and reliable ...
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Student-Centred and Teacher-Centred Learning Environment in Pre-Vocational Secondary Education: Psychological Needs, and Motivation
Karin Smit; Cornelis J. de Brabander; Rob L. Martens
Scandinavian Journal of Educational Research Vol. 58, No. 6 (2014) pp. 695–712
In this study the perception of psychological needs and motivation in a student-centred and a teacher-centred learning environment are compared, using Self Determination Theory as a framework. The self-report Intrinsic Motivation Inventory was...
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Effects of Web-Based Support for the Construction of Competence Maps
Angela Stoof; Rob L. Martens; Jeroen J. G. van Merrienboer
Instructional Science: An International Journal of the Learning Sciences Vol. 34, No. 3 (May 2006) pp. 189–211
Educationalists experience difficulties with the construction of competence maps that describe final attainment levels of educational programs. Web-based support was developed with three supportive aids: A construction kit, a phenomenarium, and an...
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Content analysis: What are they talking about?
Jan-Willem Strijbos; Rob L. Martens; Frans J. Prins; Wim M.G. Jochems
Computers & Education Vol. 46, No. 1 (January 2006) pp. 29–48
Quantitative content analysis is increasingly used to surpass surface level analyses in computer-supported collaborative learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of...
Language: English
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The self-regulation of motivation: Motivational strategies as mediator between motivational beliefs and engagement for learning
Karin Smit; Cornelis. J. de Brabander; Monique Boekaerts; Rob. L. Martens
International Journal of Educational Research Vol. 82, No. 1 (2017) pp. 124–134
In this research we studied studentś use of motivational strategies as mediator between motivational beliefs and motivational engagement. Dutch students in pre-vocational secondary education (N=3602, mean age 14) completed a self-report...
Language: English
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Exploring the value of peer feedback in online learning for the provider
Esther van Popta; Marijke Kral; Gino Camp; Rob L. Martens; P. Robert-Jan Simons
Educational Research Review Vol. 20, No. 1 (February 2017) pp. 24–34
This paper reviews studies of peer feedback from the novel perspective of the providers of that feedback. The possible learning benefits of providing peer feedback in online learning have not been extensively studied. The goal of this study was...
Language: English