| Effects of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills E Vrieling, T Bastiaens, S Stijnen Australian Journal of Teacher Education 37 (8), 7, 2012 | 61 | 2012 |
| Self-regulated learning and social media – a ‘natural’ alliance? Evidence on students’ self-regulation of learning, social media use and student-teacher relationship. U Matzat, E Vrieling Learning, Media and Technology 41 (1), 73-99, 2016 | 51 | 2016 |
| What’s in a name: Dimensions of social learning in teacher groups E Vrieling, A Van den Beemt, M De Laat Teachers and Teaching: Theory and Practice 22 (3), 273-292, 2016 | 47 | 2016 |
| Process-oriented design principles for promoting self-regulated learning in primary teacher education EM Vrieling, TJ Bastiaens, S Stijnen International Journal of Educational Research 49 (4-5), 141-150, 2010 | 36 | 2010 |
| Exploring teachers’ inquiry-based attitude MJ Meijer, F Geijsel, M Kuijpers, F Boei, E Vrieling Teaching in higher education 21 (1), 64-78, 2016 | 31 | 2016 |
| Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development EM Vrieling, TJ Bastiaens, S Stijnen International journal of educational research 53, 251-263, 2012 | 30 | 2012 |
| Professional development of teacher-educators towards transformative learning MJ Meijer, M Kuijpers, F Boei, E Vrieling, F Geijsel Professional development in education 43 (5), 819-840, 2017 | 29 | 2017 |
| The ‘Self-Regulated Learning Opportunities Questionnaire': A diagnostic instrument for teacher educators' professional development EM Vrieling, TJ Bastiaens, PJJ Stijnen Professional Development in Education 39 (5), 799-821, 2013 | 16 | 2013 |
| Promoting self-regulated learning in primary teacher education E Vrieling, T Bastiaens, S Stijnen Open University of the Netherlands, 2012 | 16 | 2012 |
| Commentary: Connecting formal and informal learning in the age of participatory media: A response to Bull et al C Greenhow Contemporary Issues in Technology and Teacher Education 8 (3), 187-194, 2008 | 15 | 2008 |
| Successful learning: balancing self-regulation with instructional planning E Vrieling, S Stijnen, T Bastiaens Teaching in Higher Education 23 (6), 685-700, 2018 | 14 | 2018 |
| Dimensies van sociaal leren in een pabo leernetwerk E Vrieling, M de Laat, E Besselink, M Ubbink OnderwijsInnovatie 17 (1), 17-24, 2015 | 11 | 2015 |
| Networked Professional Learning: An Introduction A Littlejohn, J Jaldemark, E Vrieling-Teunter, F Nijland Networked Professional Learning, 1-11, 2019 | 10 | 2019 |
| Van actiegerichte naar betekenisgerichte reflectie E Vrieling, S Stijnen, M Knaapen, N Van Maanen | 8 | 2014 |
| Zelfgestuurd leren kun je niet zelfgestuurd leren E Vrieling Tijdschrift voor Lerarenopleiders 35 (1), 15-28, 2014 | 8 | 2014 |
| Facilitating social learning in teacher education: a case study E Vrieling, A Van den Beemt, M De Laat Studies in Continuing Education 41 (1), 76-93, 2019 | 6 | 2019 |
| 21e-eeuwse vaardigheden: Achtergronden en onderwijsimplicaties in 17 vragen en antwoorden M Vermeulen, E Vrieling | 5 | 2017 |
| Using online learning networks to promote self-regulated learning in primary teacher education E Vrieling, T Bastiaens, S Stijnen Society for Information Technology & Teacher Education International …, 2012 | 5 | 2012 |
| Facilitation of social learning in teacher education: the ‘dimensions of social learning framework’ M de Laat, E Vrieling, A van den Beemt Communities of Practice, 153-174, 2017 | 4 | 2017 |
| Dimensions of social learning in teacher education: an exemplary case study A Van den Beemt, E Vrieling Proceedings of the 10th international conference on networked learning, 376-384, 2016 | 4 | 2016 |
Maarten de LaatProfessor, School of Education, Faculty of Social Science, University of WollongongVerified email at uow.edu.au
