Teacher Feedback during Active Learning
Linda van den Bergh (Docent)
Different explanation, less frustration?: making explicit whether implicit motor learning strategies are feasible
Li-Juan Jie (Student); Floor te Lintel Hekkert (Student)
The differential effects of task complexity on domain-specific and peer assessment skills
K. Könings; Dominique Sluijsmans; Marjo van Zundert; J.J.G. van Merriënboer
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
J.J.G. van Merriënboer; Marjo van Zundert; Dominique Sluijsmans; K. Könings
Living with myotonic dystrophy; what can be learned from couples? a qualitative study
Edith Cup; A Kinebanian; Ton Satink; AJ Pieterse; HT Hendricks; Rob Oostendorp; GJ van der Wilt; B.G.M. van Engelen
Muziektherapie bij NAH-patienten
Linda Boxman
Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education
A.A.J. (Jos) van Helvoort (Docent)
Mind-mapping in the EFL classroom
Lonneke Notermans (Begeleider); Carolien Hofland (Student)
Quality of assessment of prior learning in university programmes : Perceptions of candidates, tutors and assessors
Desirée Joosten-ten Brinke; W. Jochems; Dominique Sluijsmans
The improvement of social behaviour during Physical Education
Veronique Utens (Student); Liesbeth Jans (Begeleider)