Search results for author:"Frans J. Prins"
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The impact of intellectual ability and metacognition on learning: New support for the threshold of problematicity theory
Learning and Instruction Vol. 16, No. 4 (August 2006) pp. 374–387
Three models representing different relations between intellectual ability, metacognitive skills, and learning were compared. The conditions under which each of these models holds were investigated, on the basis of the threshold of problematicity...
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 ...
University students' achievement goals and help-seeking strategies in an intelligent tutoring system
Computers & Education Vol. 72, No. 1 (March 2014) pp. 196–208
Help seeking behavior in an intelligent tutoring system was analyzed to identify help seeking strategies, and it was investigated whether the use of these strategies could be predicted by achievement goal scores. Discrete Markov Models and a k-means ...
Feedback providing improvement strategies and reflection on feedback use: Effects on students’ writing motivation, process, and performance
Learning and Instruction Vol. 22, No. 3 (June 2012) pp. 171–184
This study investigated the effects of feedback providing improvement strategies and a reflection assignment on students’ writing motivation, process, and performance. Students in the experimental feedback condition (
Evaluation and Program Planning Vol. 34, No. 3 (August 2011) pp. 206–216
The goal of this article is to contribute to the validation of a self-evaluation method, which can be used by schools to evaluate the quality of their Competence Assessment Program (CAP). The outcomes of the self-evaluations of two schools are...
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...
Effects of Conceptual Knowledge and Availability of Information Sources on Law Students' Legal Reasoning
Instructional Science: An International Journal of the Learning Sciences Vol. 38, No. 1 (January 2010) pp. 23–35
Due to the complexity of the legal domain, reasoning about law cases is a very complex skill. For novices in law school, legal reasoning is even more complex because they have not yet acquired the conceptual knowledge needed for distilling the...
Formative Assessment in an Online Learning Environment to Support Flexible On-the-Job Learning in Complex Professional Domains
Educational Technology Research and Development Vol. 58, No. 3 (June 2010) pp. 311–324
This article describes a blueprint for an online learning environment that is based on prominent instructional design and assessment theories for supporting learning in complex domains. The core of this environment consists of formative assessment...
Assessment & Evaluation in Higher Education Vol. 30, No. 4 (August 2005) pp. 417–444
In this case study our aim was to gain more insight in the possibilities of qualitative formative peer assessment in a computer supported collaborative learning (CSCL) environment. An approach was chosen in which peer assessment was operationalized...
Competence Description for Personal Recommendations: The Importance of Identifying the Complexity of Learning and Performance Situations
Frans J. Prins; Rob J. Nadolski; Adriana J. Berlanga; Hendrik Drachsler; Hans G. K. Hummel; Rob Koper
Journal of Educational Technology & Society Vol. 11, No. 3 (2008) pp. 141–152
For competences development of learners and professionals, target competences and corresponding competence development opportunities have to be identified. Personal Recommender Systems (PRS) provide personal recommendations for learners aimed at...
Renée M. Filius; Renske A.M. de Kleijn; Sabine G. Uijl; Frans J. Prins; Harold V.M. van Rijen; Diederick E. Grobbee
Computers & Education Vol. 125, No. 1 (October 2018) pp. 86–100
This study is focused on how peer feedback in SPOCs (Small Private Online Courses) can effectively lead to deep learning. Promoting deep learning in online courses, such as SPOCs, is often a challenge. We aimed for deep learning by reinforcement of ‘...