| Self-directed learning in problem-based learning and its relationships with self-regulated learning SMM Loyens, J Magda, RMJP Rikers Educational psychology review 20, 411-427, 2008 | 1088 | 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 | 636 | 2007 |
| Understanding the effects of constructivist learning environments: Introducing a multi-directional approach SMM Loyens, D Gijbels Instructional science 36, 351-357, 2008 | 412 | 2008 |
| 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, 1087-1112, 2016 | 391 | 2016 |
| 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 | 267 | 2011 |
| 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 | 224 | 2015 |
| Problem-based learning. SMM Loyens, PA Kirschner, F Paas American Psychological Association, 2012 | 186 | 2012 |
| Instruction based on inquiry SMM Loyens, RMJP Rikers Handbook of research on learning and instruction, 375-395, 2011 | 181 | 2011 |
| Relationships between students’ conceptions of constructivist learning and their regulation and processing strategies SMM Loyens, RMJP Rikers, HG Schmidt Instructional Science 36, 445-462, 2008 | 132 | 2008 |
| 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, 365-379, 2006 | 129 | 2006 |
| Students’ conceptions of distinct constructivist assumptions SMM Loyens, RMJP Rikers, HG Schmidt European Journal of Psychology of Education 22, 179-199, 2007 | 123 | 2007 |
| 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 | 117 | 2016 |
| 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 | 114 | 2007 |
| 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 | 112 | 2009 |
| 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 | 109 | 2004 |
| Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them V Hoogerheide, L Deijkers, SMM Loyens, A Heijltjes, T van Gog Contemporary Educational Psychology 44, 95-106, 2016 | 105 | 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 | 101 | 2014 |
| Building bridges in higher education: Student-faculty relationship quality, student engagement, and student loyalty I Snijders, L Wijnia, RMJP Rikers, SMM Loyens International Journal of Educational Research 100, 101538, 2020 | 84 | 2020 |
| Learning from video modeling examples: Does gender matter? V Hoogerheide, SMM Loyens, T van Gog Instructional Science 44, 69-86, 2016 | 83 | 2016 |
| A narrative review of school-based physical activity for enhancing cognition and learning: The importance of relevancy and integration MF Mavilidi, M Ruiter, M Schmidt, AD Okely, S Loyens, P Chandler, ... Frontiers in psychology, 2079, 2018 | 79 | 2018 |
