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Anzahl der Publikationen: 34
Zeitschriftenartikel
Berndt, Markus; Fischer, Frank und Strijbos, Jan-Willem
(2022):
Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing.
In: Studies in Educational Evaluation, Bd. 75, 101197
Kyaruzi, Florence; Strijbos, Jan-Willem und Ufer, Stefan
(24. September 2020):
Impact of a Short-Term Professional Development Teacher Training on Students' Perceptions and Use of Errors in Mathematics Learning.
In: Frontiers in Education, Bd. 5, 559122: S. 1-15
[PDF, 502kB]
Graupe, Tanja; Fischer, Martin R.; Strijbos, Jan-Willem und Kiessling, Claudia
(2020):
Development and piloting of a Situational Judgement Test for emotion-handling skills using the Verona Coding Definitions of Emotional Sequences (VR-CoDES).
In: Patient Education and Counseling, Bd. 103, Nr. 9: S. 1839-1845
Alqassab, Maryam; Strijbos, Jan-Willem und Ufer, Stefan
(2019):
Preservice mathematics teachers' beliefs about peer feedback, perceptions of their peer feedback message, and emotions as predictors of peer feedback accuracy and comprehension of the learning task.
In: Assessment & Evaluation in Higher Education, Bd. 44, Nr. 1: S. 139-154
Kyaruzi, Florence; Strijbos, Jan-Willem; Lifer, Stefan und Brown, Gavin T. L.
(2019):
Students' formative assessment perceptions, feedback use and mathematics performance in secondary schools in Tanzania.
In: Assessment in Education-Principles Policy & Practice, Bd. 26, Nr. 3: S. 278-302
Dingyloudi, Filitsa und Strijbos, Jan-Willem
(2019):
Community Representations in Learning Communities.
In: Scandinavian Journal of Educational Research
Dingyloudi, Filitsa; Strijbos, Jan-Willem und de Laat, Maarten F.
(2019):
Value creation: What matters most in Communities of Learning Practice in higher education.
In: Studies in Educational Evaluation, Bd. 62: S. 209-223
Berndt, Markus 
ORCID: https://orcid.org/0000-0002-4467-5355; Strijbos, Jan-Willem und Fischer, Frank
(Januar 2018):
Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing.
In: European Journal of Psychology of Education, Bd. 33, Nr. 1: S. 31-49
ORCID: https://orcid.org/0000-0002-4467-5355; Strijbos, Jan-Willem und Fischer, Frank
(Januar 2018):
Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing.
In: European Journal of Psychology of Education, Bd. 33, Nr. 1: S. 31-49
Alqassab, Maryam; Strijbos, Jan-Willem und Ufer, Stefan
(2018):
Training peer-feedback skills on geometric construction tasks: role of domain knowledge and peer-feedback levels.
In: European Journal of Psychology of Education, Bd. 33, Nr. 1: S. 11-30
Alqassab, Maryam; Strijbos, Jan-Willem und Ufer, Stefan
(2018):
The impact of peer solution quality on peer-feedback provision on geometry proofs: Evidence from eye-movement analysis.
In: Learning and Instruction, Bd. 58: S. 182-192
Kyaruzi, Florence; Strijbos, Jan-Willem; Ufer, Stefan und Brown, Gavin T. L.
(2018):
Teacher AfL perceptions and feedback practices in mathematics education Chock for among secondary schools in Tanzania.
In: Studies in Educational Evaluation, Bd. 59: S. 1-9
Dingyloudi, Filitsa und Strijbos, Jan-Willem
(2018):
Just plain peers across social networks: Peer-feedback networks nested in personal and academic networks in higher education.
In: Learning Culture and Social Interaction, Bd. 18: S. 86-112
Hei, Miranda de; Admiraal, Wilfried; Sjoer, Ellen und Strijbos, Jan-Willem
(2018):
Group learning activities and perceived learning outcomes.
In: Studies in Higher Education, Bd. 43, Nr. 12: S. 2354-2370
Hei, Miranda S. A. de; Sjoer, Ellen; Admiraal, Wilfried und Strijbos, Jan-Willem
(2016):
Teacher educators’ design and implementation of group learning activities.
In: Educational Studies, Bd. 42, Nr. 4: S. 394-409
Hei, Miranda S. A. de; Sjoer, Ellen; Admiraal, Wilfried und Strijbos, Jan-Willem
(2016):
Teacher educators' design and implementation of group learning activities.
In: Educational Studies, Bd. 42, Nr. 4: S. 394-409
Panadero, Ernesto; Brown, Gavin T. L. und Strijbos, Jan-Willem
(2016):
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions.
In: Educational Psychology Review, Bd. 28, Nr. 4: S. 803-830
Hei, Miranda de; Strijbos, Jan-Willem; Sjoer, Ellen und Admiraal, Wilfried
(2016):
Thematic review of approaches to design group learning activities in higher education: The development of a comprehensive framework.
In: Educational Research Review, Bd. 18: S. 33-45
Strijbos, Jan-Willem
(2011):
Assessment of (computer-supported) collaborative learning.
In: IEEE Transactions on Learning Technologies, Bd. 4, Nr. 1: S. 59-73
[PDF, 390kB]
Strijbos, Jan-Willem; Narciss, Susanne und Dünnebier, Katrin
(2010):
Peer feedback content and sender’s competence level in academic writing revision tasks: Are they critical for feedback perceptions and efficiency?
In: Learning and Instruction, Bd. 20: S. 291-303
[PDF, 363kB]
Strijbos, Jan-Willem und De Laat, Maarten F.
(2010):
Developing the role concept for computer-supported collaborative learning. An explorative synthesis.
In: Computers in Human Behavior, Bd. 26, Nr. 4: S. 495-505
[PDF, 1MB]
Strijbos, Jan-Willem und Sluijsmans, Dominique M. A.
(2010):
Unravelling peer assessment: Methodological, functional, and conceptual developments.
In: Learning and Instruction, Bd. 20: S. 265-269
[PDF, 161kB]
Strijbos, Jan-Willem und Weinberger, Armin
(2010):
Emerging and scripted roles in computer-supported collaborative learning.
In: Computers in Human Behavior, Bd. 26: S. 491-494
[PDF, 150kB]
Oortwijn, Michiel B.; Boekaerts, Monique; Vedder, Paul und Strijbos, Jan-Willem
(2008):
Helping behaviour during cooperative learning and learning gains. The role of the teacher and of pupils’ prior knowledge and ethnic background.
In: Learning and Instruction, Bd. 18, Nr. 2: S. 146-159
[PDF, 254kB]
Strijbos, Jan-Willem und Fischer, Frank
(2007):
Methodological challenges for collaborative learning research.
In: Learning and Instruction, Bd. 17, Nr. 4: S. 389-393
[PDF, 147kB]
Strijbos, Jan-Willem; Martens, Rob L.; Jochems, Wim M. G. und Broers, Nick J.
(2007):
The effect of functional roles on perceived group efficiency during computer-supported collaborative learning. A matter of triangulation.
In: Computers in Human Behavior, Bd. 23, Nr. 1: S. 353-380
[PDF, 352kB]
Strijbos, Jan-Willem und Stahl, Gerry
(2007):
Methodological issues in developing a multi-dimensional coding procedure for small group chat communication.
In: Learning and Instruction, Bd. 17: S. 394-404
[PDF, 257kB]
Strijbos, Jan-Willem; Martens, Rob L.; Prins, Frans J. und Jochems, Wim M. G.
(2006):
Content analysis: What are they talking about?
In: Computers and Education, Bd. 46, Nr. 1: S. 29-48
[PDF, 304kB]
Prins, Frans J.; Sluijsmans, Dominique M. A.; Kirschner, Paul A. und Strijbos, Jan-Willem
(2005):
Formative peer assessment in a CSCL environment. A case study.
In: Assessment and Evaluation in Higher Education, Bd. 30, Nr. 4: S. 417-444
[PDF, 317kB]
Kirschner, Paul; Strijbos, Jan-Willem; Kreijns, Karel und Beers, Pieter Jelle
(2004):
Designing electronic collaborative learning environments.
In: Educational Technology Research and Development, Bd. 52, Nr. 3: S. 47-66
[PDF, 373kB]
Strijbos, Jan-Willem; Martens, Ro L.; Jochems, Wim M. G. und Broers, Nick J.
(2004):
The effect of functional roles on group efficiency. Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups.
In: Small Group Research, Bd. 35, Nr. 2: S. 195-229
[PDF, 189kB]
Strijbos, Jan-Willem; Martens, Rob L. und Jochems, Wim M. G.
(2004):
Designing for interaction. Six steps to designing computer-supported group-based learning.
In: Computers and Education, Bd. 42, Nr. 4: S. 403-424
[PDF, 305kB]
Buchbeitrag
Strijbos, Jan-Willem
(2016):
Assessment of Collaborative Learning.
In: Brown, Gavin T. L. und Harris, Lois R. (Hrsg.):
Handbook of Human and Social Conditions in Assessment. Educational psychology handbook series, New York ; London: Routledge, Taylor & Francis Group. S. 302-318
Panadero, Ernesto; Jonsson, Anders und Strijbos, Jan-Willem
(2016):
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation.
In: Laveault, Dany und Allal, Linda (Hrsg.):
Assessment for Learning: Meeting the Challenge of Implementation. 1. Auflage. Cham: Springer. S. 311-326
Konferenzbeitrag
Diaz, Carlos Mauricio Castano; Dorner, Birgit; Hußmann, Heinrich und Strijbos, Jan-Willem
(2016):
Eppur si Muove Considerations in the Research of Commercial Video Games.
2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-GAMES), Barcelona, Spain, 7-9 September 2016.
IEEE Computer Society.