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
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
Understanding the effects of constructivist learning environments: Introducing a multi-directional approach
SMM Loyens, D Gijbels
Instructional science 36, 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
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
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
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
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
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
Students’ conceptions of distinct constructivist assumptions
SMM Loyens, RMJP Rikers, HG Schmidt
European Journal of Psychology of Education 22, 179-199, 2007
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
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 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
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 9, 348600, 2018
Learning from video modeling examples: Does gender matter?
V Hoogerheide, SMM Loyens, T van Gog
Instructional Science 44, 69-86, 2016
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