| Sequential and temporal characteristics of self and socially regulated learning I Molenaar, S Järvelä Metacognition and Learning 9, 75-85, 2014 | 164 | 2014 |
| Metacognitive scaffolding in an innovative learning arrangement I Molenaar, CAM van Boxtel, PJC Sleegers Instructional Science 39, 785-803, 2011 | 135 | 2011 |
| Dynamic scaffolding of socially regulated learning in a computer-based learning environment I Molenaar, C Roda, C van Boxtel, P Sleegers Computers & Education 59 (2), 515-523, 2012 | 125 | 2012 |
| Dissecting sequences of regulation and cognition: Statistical discourse analysis of primary school children’s collaborative learning I Molenaar, MM Chiu Metacognition and learning 9, 137-160, 2014 | 108 | 2014 |
| Metacognitive scaffolding during collaborative learning: A promising combination I Molenaar, P Sleegers, C van Boxtel Metacognition and learning 9, 309-332, 2014 | 103 | 2014 |
| How teachers make dashboard information actionable I Molenaar, CAN Knoop-van Campen IEEE Transactions on Learning Technologies 12 (3), 347-355, 2018 | 94 | 2018 |
| The effects of scaffolding metacognitive activities in small groups I Molenaar, CAM Van Boxtel, PJC Sleegers Computers in Human Behavior 26 (6), 1727-1738, 2010 | 94 | 2010 |
| Scaffolding of small groups’ metacognitive activities with an avatar I Molenaar, MM Chiu, P Sleegers, C van Boxtel International journal of computer-supported collaborative learning 6, 601-624, 2011 | 79 | 2011 |
| Teacher dashboards in practice: Usage and impact I Molenaar, C Knoop-van Campen Data Driven Approaches in Digital Education: 12th European Conference on …, 2017 | 67 | 2017 |
| Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge RC Teepe, I Molenaar, L Verhoeven Journal of Computer Assisted Learning 33 (2), 123-136, 2017 | 64 | 2017 |
| Advances in Temporal Analysis in Learning and Instruction. I Molenaar Frontline Learning Research 2 (4), 15-24, 2014 | 63 | 2014 |
| How to see the classroom through the eyes of a teacher: Consistency between perceptions on diversity and differentiation practices S Civitillo, E Denessen, I Molenaar Journal of Research in Special Educational Needs 16, 587-591, 2016 | 57 | 2016 |
| What can moment-by-moment learning curves tell about students’ self-regulated learning? I Molenaar, A Horvers, RS Baker Learning and Instruction 72, 101206, 2021 | 52 | 2021 |
| Personalisation of learning: Towards hybrid human-AI learning technologies I Molenaar Blockchain, and Robots, 57-77, 2021 | 41 | 2021 |
| Detecting emotions through electrodermal activity in learning contexts: A systematic review A Horvers, N Tombeng, T Bosse, AW Lazonder, I Molenaar Sensors 21 (23), 7869, 2021 | 39 | 2021 |
| Relevance of learning analytics to measure and support students' learning in adaptive educational technologies M Bannert, I Molenaar, R Azevedo, S Järvelä, D Gašević proceedings of the seventh international learning analytics & knowledge …, 2017 | 39 | 2017 |
| Attention management for dynamic and adaptive scaffolding I Molenaar, C Roda Pragmatics & Cognition 16 (2), 224-271, 2008 | 38 | 2008 |
| The concept of hybrid human-AI regulation: Exemplifying how to support young learners’ self-regulated learning I Molenaar Computers and Education: Artificial Intelligence 3, 100070, 2022 | 36 | 2022 |
| Personalized visualizations to promote young learners' SRL: the learning path app I Molenaar, A Horvers, R Dijkstra, RS Baker Proceedings of the tenth international conference on learning analytics …, 2020 | 36 | 2020 |
| Temporal variation in children's self-regulated hypermedia learning C Paans, I Molenaar, E Segers, L Verhoeven Computers in Human Behavior 96, 246-258, 2019 | 36 | 2019 |
Maria BannertLehrstuhlinhaberin Lehren und Lernen mit digitalen MedienVerified email at tum.de
