Karen D. Könings, PhD
Karen D. Könings, PhD
Associate Professor, Maastricht University, FHML, SHE; Honorary Professor, University of East Anglia
Geverifieerd e-mailadres voor maastrichtuniversity.nl
TitelGeciteerd doorJaar
Towards more powerful learning environments through combining the perspectives of designers, teachers, and students
KD Könings, S Brand‐Gruwel, JJG Van Merriënboer
British Journal of Educational Psychology 75 (4), 645-660, 2005
Declarative knowledge and professional vision in teacher education: Effect of courses in teaching and learning
K Stürmer, KD Könings, T Seidel
British Journal of Educational Psychology 83 (3), 467-483, 2013
Teachers’ perspectives on innovations: Implications for educational design
KD Könings, S Brand-Gruwel, JJG Van Merrienboer
Teaching and teacher education 23 (6), 985-997, 2007
How experts deal with novel situations: A review of adaptive expertise
KB Carbonell, RE Stalmeijer, KD Könings, M Segers, ...
Educational Research Review 12, 14-29, 2014
Participatory design of learning environments: integrating perspectives of students, teachers, and designers
KD Könings, T Seidel, JJG van Merriënboer
Instructional Science 42 (1), 1-9, 2014
Does a new learning environment come up to students' expectations? A longitudinal study.
KD Könings, S Brand-Gruwel, JJG van Merriënboer, NJ Broers
Journal of Educational Psychology 100 (3), 535, 2008
An approach to participatory instructional design in secondary education: an exploratory study
KD Könings, S Brand-Gruwel, JJG van Merriënboer
Educational Research 52 (1), 45-59, 2010
Teachers as participatory designers: Two case studies with technology-enhanced learning environments
R Cober, E Tan, J Slotta, HJ So, KD Könings
Instructional Science 43 (2), 203-228, 2015
Barriers to the uptake and use of feedback in the context of summative assessment
CJ Harrison, KD Könings, L Schuwirth, V Wass, C van der Vleuten
Advances in Health Sciences Education 20, 229 –245, 2015
The promised land of blended learning: Quizzes as a moderator.
JJG Spanjers, I. A. E., Könings, K. D., Leppink, J., Verstegen, D. M. L., De ...
Educational Research Review 15, 59-74, 2015
Web‐based feedback after summative assessment: how do students engage?
CJ Harrison, KD Könings, A Molyneux, LWT Schuwirth, V Wass, ...
Medical education 47 (7), 734-744, 2013
Participatory design in secondary education: Is it a good idea? Students’ and teachers’ opinions on its desirability and feasibility
KD Könings, MJ van Zundert, S Brand‐Gruwel, JJG van Merrienboer
Educational Studies 33 (4), 445-465, 2007
In search for a public health leadership competency framework to support leadership curriculum–a consensus study
K Czabanowska, T Smith, KD Könings, L Sumskas, R Otok, ...
The European Journal of Public Health 24, 850-856, 2014
Differences between students’ and teachers’ perceptions of education: profiles to describe congruence and friction
KD Könings, T Seidel, S Brand-Gruwel, JJG van Merriënboer
Instructional science 42 (1), 11-30, 2014
Participatory instructional redesign by students and teachers in secondary education: effects on perceptions of instruction
KD Könings, S Brand-Gruwel, JJG Van Merriënboer
Instructional Science 39 (5), 737-762, 2011
Enhancing the academic internship learning experience for business education—a critical review and future directions
M Gerken, B Rienties, B Giesbers, KD Könings
Learning at the Crossroads of Theory and Practice, 7-22, 2012
“It's just not the culture”: a qualitative study exploring residents' perceptions of the impact of institutional culture on feedback
S Ramani, SE Post, K Könings, K Mann, JT Katz, C van der Vleuten
Teaching and learning in medicine 29 (2), 153-161, 2017
Factors Within University-Based Teacher Education Relating to Preservice Teachers’ Professional Vision
K Stürmer, KD Könings, T Seidel
Vocations and Learning 8, 35-54, 2015
Factors influencing students’ receptivity to formative feedback emerging from different assessment cultures
CJ Harrison, KD Könings, EF Dannefer, LWT Schuwirth, V Wass, ...
Perspectives on medical education 5 (5), 276-284, 2016
The differential effects of task complexity on domain-specific and peer assessment skills
MJ van Zundert, DMA Sluijsmans, KD Könings, JJG van Merriënboer
Educational Psychology 32 (1), 127-145, 2012
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Artikelen 1–20