Paul A. Kirschner
Title
Cited by
Cited by
Year
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
8134*2006
Facebookģ and academic performance
PA Kirschner, AC Karpinski
Computers in human behavior 26 (6), 1237-1245, 2010
20092010
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
18532003
Ten steps to complex learning
JJG Van MerriŽnboer, PA Kirschner, PA Kirschner
Taylor & Francis, 2012
13292012
Taking the load off a learner's mind: Instructional design for complex learning
JJG Van MerriŽnboer, PA Kirschner, L Kester
Educational psychologist 38 (1), 5-13, 2003
12092003
Cognitive load theory: Implications of cognitive load theory on the design of learning
PA Kirschner
Learning and instruction 12 (1), 1-10, 2002
10842002
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
8832006
A five-dimensional framework for authentic assessment
JTM Gulikers, TJ Bastiaens, PA Kirschner
Educational technology research and development 52 (3), 67, 2004
8122004
Do learners really know best? Urban legends in education
PA Kirschner, JJG van MerriŽnboer
Educational psychologist 48 (3), 169-183, 2013
6582013
Visualizing argumentation: Software tools for collaborative and educational sense-making
PA Kirschner, SJ Buckingham-Shum, CS Carr
Springer Science & Business Media, 2012
6152012
The sociability of computer-supported collaborative learning environments
K Kreijns, PA Kirschner, W Jochems
Educational technology & society 5 (1), 8-22, 2002
5772002
A cognitive load approach to collaborative learning: United brains for complex tasks
F Kirschner, F Paas, PA Kirschner
Educational psychology review 21 (1), 31-42, 2009
5742009
Designing electronic collaborative learning environments
P Kirschner, JW Strijbos, K Kreijns, PJ Beers
Educational technology research and development 52 (3), 47-66, 2004
5632004
The myths of the digital native and the multitasker
PA Kirschner, P De Bruyckere
Teaching and Teacher Education 67, 135-142, 2017
4892017
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
4132007
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks
LKJ Baartman, TJ Bastiaens, PA Kirschner, CPM Van der Vleuten
Educational research review 2 (2), 114-129, 2007
3672007
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
3572013
Team learning: building shared mental models
P Van den Bossche, W Gijselaers, M Segers, G Woltjer, P Kirschner
Instructional Science 39 (3), 283-301, 2011
3382011
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
3312012
Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency
F Kirschner, F Paas, PA Kirschner
Computers in Human Behavior 25 (2), 306-314, 2009
3282009
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