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Paul A. Kirschner
Paul A. Kirschner
Emeritus Professor (Educational Psychology), Open University of the Netherlands
Подтвержден адрес электронной почты в домене ou.nl - Главная страница
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Процитировано
Процитировано
Год
Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
PA Kirschner, J Sweller, RE Clark
Educational Psychologist 46 (2), 75-86, 2006
111852006
Facebook® and academic performance
PA Kirschner, AC Karpinski
Computers in human behavior 26 (6), 1237-1245, 2010
30092010
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research
K Kreijns, PA Kirschner, W Jochems
Computers in human behavior 19 (3), 335-353, 2003
24762003
Ten steps to complex learning: A systematic approach to four-component instructional design
JJG Van Merriënboer, PA Kirschner
Routledge, 2017
19552017
Cognitive load theory: Implications of cognitive load theory on the design of learning
PA Kirschner
Learning and instruction 12 (1), 1-10, 2002
16162002
Taking the load off a learner's mind: Instructional design for complex learning
JJG Van Merriënboer, PA Kirschner, L Kester
Educational psychologist 38 (1), 5-13, 2003
14742003
A five-dimensional framework for authentic assessment
JTM Gulikers, TJ Bastiaens, PA Kirschner
Educational technology research and development 52 (3), 67-86, 2004
12992004
Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors
P Van den Bossche, WH Gijselaers, M Segers, PA Kirschner
Small group research 37 (5), 490-521, 2006
12802006
The myths of the digital native and the multitasker
PA Kirschner, P De Bruyckere
Teaching and Teacher education 67, 135-142, 2017
12562017
Do learners really know best? Urban legends in education
PA Kirschner, JJG van Merriënboer
Educational psychologist 48 (3), 169-183, 2013
10752013
A cognitive load approach to collaborative learning: United brains for complex tasks
F Kirschner, F Paas, PA Kirschner
Educational psychology review 21, 31-42, 2009
8222009
Designing electronic collaborative learning environments
P Kirschner, JW Strijbos, K Kreijns, PJ Beers
Educational technology research and development 52 (3), 47-66, 2004
7762004
Stop propagating the learning styles myth
PA Kirschner
Computers & Education 106, 166-171, 2017
7512017
Enhancing sociability of computer-supported collaborative learning environments
PA Kirschner, K Kreijns
Barriers and biases in computer-mediated knowledge communication: And how …, 2005
7122005
Visualizing argumentation: Software tools for collaborative and educational sense-making
PA Kirschner, SJB Shum, CS Carr
Springer Science & Business Media, 2012
7082012
From cognitive load theory to collaborative cognitive load theory
PA Kirschner, J Sweller, F Kirschner, J Zambrano R
International journal of computer-supported collaborative learning 13, 213-233, 2018
6672018
Why minimally guided teaching techniques do not work: A reply to commentaries
J Sweller, PA Kirschner, RE Clark
Educational psychologist 42 (2), 115-121, 2007
6242007
Team learning: building shared mental models
P Van den Bossche, W Gijselaers, M Segers, G Woltjer, P Kirschner
Instructional science 39, 283-301, 2011
5882011
Putting students on the path to learning: The case for fully guided instruction.
RE Clark, PA Kirschner, J Sweller
American educator 36 (1), 6-11, 2012
5652012
An exploration of social networking site use, multitasking, and academic performance among United States and European university students
AC Karpinski, PA Kirschner, I Ozer, JA Mellott, P Ochwo
Computers in Human behavior 29 (3), 1182-1192, 2013
5612013
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