Sofie M. M. Loyens
Sofie M. M. Loyens
Hoogleraar Onderwijsexcellentie, Utrecht University, University College Roosevelt
Geverifieerd e-mailadres voor ucr.nl
Geciteerd door
Geciteerd door
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
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, 351-357, 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
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
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
Problem-based learning.
SMM Loyens, PA Kirschner, F Paas
American Psychological Association, 2012
Instruction based on inquiry
SMM Loyens, RMJP Rikers
Handbook of research on learning and instruction, 375-395, 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
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
Students’ conceptions of distinct constructivist assumptions
SMM Loyens, RMJP Rikers, HG Schmidt
European Journal of Psychology of Education 22, 179-199, 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
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
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
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
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
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
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
Learning from video modeling examples: Does gender matter?
V Hoogerheide, SMM Loyens, T van Gog
Instructional Science 44, 69-86, 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
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