Uitvoeren – bronnen

Modules Geven

Chi, M.T., Leeuw, N.D., Chiu, M., & LaVancher, C. (1994). Eliciting Self-Explanations Improves Understanding. Cognitive. Science,18, 439-477. https://doi.org/10.1207/s15516709cog1803_3

Mayer, R. (2008). Applying the science of learning: Evidence-Based Principles for the design of multimedia instruction. American Psychologist, 63(8), 760-769. http://dx.doi.org/10.1037/0003-066X.63.8.760

Activerende Werkformen

Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., de Jong, N., Czabanowska, K., & van Merriënboer, J. J. G. (2015). The promised land of blended learning: Quizzes as a moderator. Educational Research Review, 15, 59–74. https://doi.org/10.1016/j.edurev.2015.05.001


Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81-112. https://www.jstor.org/stable/4624888


Aan de slag met peerfeedback. Retrieved May 12, 2022, via https://www.surf.nl/over-peerfeedback


Samuels, S. & Wu, Y. (2003). The effects of immediate feedback on reading achievement. Unpublished manuscript, University of Minnesota, Minneapolis. Retrieved via: https://www.academia.edu/30307671/The_Effects_of_Immediate_Feedback_on_Reading_Achievement


Opitz, B., Ferdinand, N.K., & Mecklinger, A. (2011). Timing matters: The impact of immediate and delayed feedback on artificial language learning. Frontier in human neuroscience, 5(8), 1 8. http://dx.doi.org/10.3389/fnhum.2011.00008


Deci, E. L., & Ryan, R. M. (2008). Facilitating optimal motivation and psychological well-being across life’s domains. Canadian Psychology, 49(1), 14–23. https://doi.org/10.1037/0708-5591.49.1.14

Edward L. Deci & Richard M. Ryan (2000) The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior, Psychological Inquiry, 11:4, 227-268, https://doi.org/10.1207/S15327965PLI1104_01

Koestner, R., Otis, N., Powers, T. A., Pelletier, L., & Gagnon, H. (2008). Autonomous motivation, controlled motivation, and goal progress. Journal of Personality, 76(5), 1201–1230. https://doi.org/10.1111/j.1467-6494.2008.00519.x

Niemiec, C. P., & Ryan, R. M. (2009). Autonomy, competence, and relatedness in the classroom: Applying self-determination theory to educational practice. Theory and Research in Education, 7(2), 133–144. https://doi.org/10.1177/1477878509104318

Oga-Baldwin, W. L. Quint & Nakata, Yoshiyuki. (2017). Engagement, gender, and motivation: A predictive model for Japanese young language learners. System, 65. http://dx.doi.org/10.1016/j.system.2017.01.011

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of instrinsic motivation, social development and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037//0003-066X.55.1.68

Vedder, P., Boekaerts, M., & Seegers, G. (2005). Perceived social support and well-being in school; the role of students’ ethnicity. Journal of Youth and Adolescence, 34(3), 269–278. https://doi.org/10.1007/s10964-005-4313-4

Sociale Binding

Korpershoek, E. T. Canrinus, M. Fokkens-Bruinsma & H. de Boer(2020).The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: A meta-analytic review, Research Papers in Education,35(6), 641-680, https://doi.org/10.1080/02671522.2019.1615116

van Herpen, S.G.A., Meeuwisse, M. W. H., Hofman A., & Severiens, S. E. (2020). A head start in higher education: The effect of a transition intervention on interaction, sense of belonging, and academic performance. Studies in Higher Education, 45(4), 862-877, https://doi.org/10.1080/03075079.2019.1572088