Sofie M. M. Loyens
Sofie M. M. Loyens
Hoogleraar Onderwijsexcellentie, Utrecht University, University College Roosevelt
Vahvistettu sähköpostiosoite verkkotunnuksessa
Self-directed learning in problem-based learning and its relationships with self-regulated learning
SMM Loyens, J Magda, RMJP Rikers
Educational Psychology Review 20 (4), 411-427, 2008
Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and
HG Schmidt, SMM Loyens, T Van Gog, F Paas
Educational psychologist 42 (2), 91-97, 2007
Understanding the effects of constructivist learning environments: Introducing a multi-directional approach
SMM Loyens, D Gijbels
Instructional science 36 (5-6), 351-357, 2008
Investigating effects of problem-based versus lecture-based learning environments on student motivation
L Wijnia, SMM Loyens, E Derous
Contemporary Educational Psychology 36 (2), 101-113, 2011
Deep and surface learning in problem-based learning: a review of the literature
DHJM Dolmans, SMM Loyens, H Marcq, D Gijbels
Advances in health sciences education 21 (5), 1087-1112, 2016
Problem-based learning.
SMM Loyens, PA Kirschner, F Paas
American Psychological Association, 2012
Problem-based learning as a facilitator of conceptual change
SMM Loyens, SH Jones, J Mikkers, T van Gog
Learning and Instruction 38, 34-42, 2015
Instruction based on inquiry
SMM Loyens, R Rikers
Handbook of research on learning and instruction, 361-381, 2011
Students’ conceptions of distinct constructivist assumptions
SMM Loyens, RMJP Rikers, HG Schmidt
European Journal of Psychology of Education 22 (2), 179-199, 2007
Students' conceptions of constructivist learning: a comparison between a traditional and a problem-based learning curriculum
SMM Loyens, RMJP Rikers, HG Schmidt
Advances in Health Sciences Education 11 (4), 365-379, 2006
Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies
SMM Loyens, RMJP Rikers, HG Schmidt
Instructional Science 36 (5-6), 445-462, 2008
The impact of students' conceptions of constructivist assumptions on academic achievement and drop‐out
SMM Loyens, RMJP Rikers, HG Schmidt
Studies in Higher Education 32 (5), 581-602, 2007
The role of encapsulated knowledge in clinical case representations of medical students and family doctors
RMJP Rikers, SMM Loyens, HG Schmidt
Medical education 38 (10), 1035-1043, 2004
Students' conceptions of constructivist learning in different programme years and different learning environments
SMM Loyens, RMJP Rikers, HG Schmidt
British Journal of Educational Psychology 79 (3), 501-514, 2009
Generation Psy: Student characteristics and academic achievement in a three-year problem-based learning bachelor program
BB de Koning, SMM Loyens, RMJP Rikers, G Smeets, HT van der Molen
Learning and Individual differences 22 (3), 313-323, 2012
Learning from video modeling examples: Content kept equal, adults are more effective models than peers
V Hoogerheide, M van Wermeskerken, SMM Loyens, T van Gog
Learning and Instruction 44, 22-30, 2016
Effects of creating video-based modeling examples on learning and transfer
V Hoogerheide, SMM Loyens, T van Gog
Learning and Instruction 33, 108-119, 2014
The role of biomedical knowledge in clinical reasoning: a lexical decision study
RMJP Rikers, S Loyens, W te Winkel, HG Schmidt, PHM Sins
Academic Medicine 80 (10), 945-949, 2005
Comparing the effects of worked examples and modeling examples on learning
V Hoogerheide, SMM Loyens, T Van Gog
Computers in Human Behavior 41, 80-91, 2014
Students’ approaches to learning in problem-based learning: Taking into account professional behavior in the tutorial groups, self-study time, and different assessment aspects
SMM Loyens, D Gijbels, L Coertjens, DJ Côté
Studies in Educational Evaluation 39 (1), 23-32, 2013
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Artikkelit 1–20