Karel Kreijns

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Prof. dr. Marjan VermeulenFaculteit Onderwijswetenschappen Open UniversiteitVerified email at ou.nl
Paul A. KirschnerEmeritus Professor (Educational Psychology), Open University of the NetherlandsVerified email at ou.nl
Frederik Van AckerFonds Wetenschappelijk Onderzoek - VlaanderenVerified email at fwo.be
Marco KalzProfessor of Educational Technology, Heidelberg University of EducationVerified email at ph-heidelberg.de
Maartje HenderikxOpen University of the NetherlandsVerified email at ou.nl
Joshua WeidlichUniversity of Zurich & Zurich University of Teacher EducationVerified email at ife.uzh.ch
Jan-Willem StrijbosFull professor, University of Groningen, Groningen, the NetherlandsVerified email at rug.nl
Yves PunieEuropean Commission Joint Research Centre SevilleVerified email at ec.europa.eu
PJ BeersDRIFT, Erasmus University Rotterdam / HAS Green Academy, Den BoschVerified email at drift.eur.nl
Marcus SpechtProfessor Digital Education, Delft University of TechnologyVerified email at tudelft.nl
Hendrik DrachslerProfessor for Computer Science, DIPF | Leibniz Institute & Goethe University, FrankfurtVerified email at dipf.de
Hans van BuurenOU NLVerified email at ou.nl
Roland KlemkeTechnology Enhanced Learning and Innovation, Open University of the Netherlands and Cologne Game LabVerified email at ou.nl
Kamakshi RajagopalFreelance Advisor on Learning & DevelopmentVerified email at ldeu.onmicrosoft.com
Marieke Thurlingsassistant professorVerified email at tue.nl
Slavi StoyanovOpen University of the NetherlandsVerified email at ou.nl
Martine SchophuizenScientific researcher & consultant TNOVerified email at tno.nl
Celeste MeijsUniversitair docent, Welten instituut, Open universiteitVerified email at ou.nl
Alessandra AntonaciPhD Candidate at the Open University in the NetherlandsVerified email at ou.nl
Maren ScheffelProf. of Educational Data Science, Ruhr-Universität BochumVerified email at rub.de

Karel Kreijns

Full Professor of Technology Enhanced Collaborative Learning, Open Universiteit

Verified email at ou.nl - Homepage

CSCL OER MOOCs


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Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research K Kreijns, PA Kirschner, W Jochems Computers in human behavior 19 (3), 335-353, 2003	2454	2003
Designing electronic collaborative learning environments P Kirschner, JW Strijbos, K Kreijns, PJ Beers Educational technology research and development 52 (3), 47-66, 2004	766	2004
Enhancing sociability of computer-supported collaborative learning environments PA Kirschner, K Kreijns Barriers and biases in computer-mediated knowledge communication: And how …, 2005	720	2005
What stimulates teachers to integrate ICT in their pedagogical practices? The use of digital learning materials in education K Kreijns, F Van Acker, M Vermeulen, H Van Buuren Computers in human behavior 29 (1), 217-225, 2013	460	2013
Measuring perceived sociability of computer-supported collaborative learning environments K Kreijns, PA Kirschner, W Jochems, H Van Buuren Computers & Education 49 (2), 176-192, 2007	456	2007
Determining sociability, social space, and social presence in (a) synchronous collaborative groups K Kreijns, PA Kirschner, W Jochems, H Van Buuren CyberPsychology & Behavior 7 (2), 155-172, 2004	403	2004
Social aspects of CSCL environments: A research framework K Kreijns, PA Kirschner, M Vermeulen Educational Psychologist 48 (4), 229-242, 2013	307	2013
Social presence: Conceptualization and measurement K Kreijns, K Xu, J Weidlich Educational Psychology Review 34 (1), 139-170, 2022	265	2022
Refining success and dropout in massive open online courses based on the intention–behavior gap MA Henderikx, K Kreijns, M Kalz Distance Education 38 (3), 353-368, 2017	244	2017
Community of inquiry: Social presence revisited K Kreijns, F Van Acker, M Vermeulen, H Van Buuren E-learning and Digital Media 11 (1), 5-18, 2014	218	2014
Sociable CSCL environments: Social Affordances, Sociability, and Social Presence. K Kreijns	176	2004
Adopting the Integrative Model of Behaviour Prediction to explain teachers’ willingness to use ICT: a perspective for research on teachers’ ICT usage in pedagogical practices K Kreijns, M Vermeulen, PA Kirschner, H Buuren, FV Acker Technology, Pedagogy and Education 22 (1), 55-71, 2013	175	2013
Why teachers use digital learning materials: The role of self-efficacy, subjective norm and attitude F Van Acker, H Van Buuren, K Kreijns, M Vermeulen Education and Information Technologies 18, 495-514, 2013	174	2013
Measuring perceived social presence in distributed learning groups K Kreijns, PA Kirschner, W Jochems, H Van Buuren Education and Information Technologies 16, 365-381, 2011	162	2011
The social affordances of computer-supported collaborative learning environments K Kreijns, PA Kirschner 31st annual frontiers in education conference. Impact on engineering and …, 2001	142	2001
The role of knowledge sharing self-efficacy in sharing Open Educational Resources F Van Acker, M Vermeulen, K Kreijns, J Lutgerink, H Van Buuren Computers in Human Behavior 39, 136-144, 2014	136	2014
Transformational leadership, leader–member exchange and school learning climate: Impact on teachers’ innovative behaviour in the Netherlands M Vermeulen, K Kreijns, AT Evers Educational Management Administration & Leadership 50 (3), 491-510, 2022	127	2022
Does digital competence and occupational setting influence MOOC participation? Evidence from a cross-course survey J Castano-Munoz, K Kreijns, M Kalz, Y Punie Journal of Computing in Higher Education 29, 28-46, 2017	118	2017
Who is taking MOOCs for teachers’ professional development on the use of ICT? A cross-sectional study from Spain J Castaño-Muñoz, M Kalz, K Kreijns, Y Punie Technology, Pedagogy and Education 27 (5), 607-624, 2018	117	2018
Organisational and task factors influencing teachers’ professional development at work AT Evers, BIJM Van der Heijden, K Kreijns European Journal of Training and Development 40 (1), 36-55, 2016	107	2016

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