Inge Molenaar
Cited by
Cited by
Sequential and temporal characteristics of self and socially regulated learning
I Molenaar, S Järvelä
Metacognition and Learning 9 (2), 75-85, 2014
Metacognitive scaffolding in an innovative learning arrangement
I Molenaar, CAM van Boxtel, PJC Sleegers
Instructional Science 39 (6), 785-803, 2011
Dynamic scaffolding of socially regulated learning in a computer-based learning environment
I Molenaar, C Roda, C van Boxtel, P Sleegers
Computers & Education 59 (2), 515-523, 2012
The effects of scaffolding metacognitive activities in small groups
I Molenaar, CAM Van Boxtel, PJC Sleegers
Computers in Human Behavior 26 (6), 1727-1738, 2010
Dissecting sequences of regulation and cognition: statistical discourse analysis of primary school children’s collaborative learning
I Molenaar, MM Chiu
Metacognition and learning 9 (2), 137-160, 2014
Scaffolding of small groups’ metacognitive activities with an avatar
I Molenaar, MM Chiu, P Sleegers, C van Boxtel
International journal of computer-supported collaborative learning 6 (4 …, 2011
Metacognitive scaffolding during collaborative learning: a promising combination
I Molenaar, P Sleegers, C van Boxtel
Metacognition and learning 9 (3), 309-332, 2014
Attention management for dynamic and adaptive scaffolding
I Molenaar, C Roda
Pragmatics & Cognition 16 (2), 224-271, 2008
Teacher dashboards in practice: Usage and impact
I Molenaar, C Knoop-van Campen
European Conference on Technology Enhanced Learning, 125-138, 2017
Advances in Temporal Analysis in Learning and Instruction.
I Molenaar
Frontline Learning Research 2 (4), 15-24, 2014
Relevance of learning analytics to measure and support students' learning in adaptive educational technologies
M Bannert, I Molenaar, R Azevedo, S Järvelä, D Gašević
proceedings of the seventh international learning analytics & knowledge …, 2017
Technology‐enhanced storytelling stimulating parent–child interaction and preschool children's vocabulary knowledge
RC Teepe, I Molenaar, L Verhoeven
Journal of Computer Assisted Learning 33 (2), 123-136, 2017
How to see the classroom through the eyes of a teacher: consistency between perceptions on diversity and differentiation practices
S Civitillo, E Denessen, I Molenaar
Journal of Research in Special Educational Needs 16, 587-591, 2016
It’s all about metacognitive activities: Computerized scaffolding of self-regulated learning
I Molenaar
Group 26 (23.03), 23.02, 2011
How teachers make dashboard information actionable
I Molenaar, CAN Knoop-van Campen
IEEE Transactions on Learning Technologies 12 (3), 347-355, 2018
Effects of sequences of socially regulated learning on group performance
I Molenaar, MM Chiu
Proceedings of the Fifth International Conference on Learning Analytics And …, 2015
Learning analytics in practice: the effects of adaptive educational technology Snappet on students' arithmetic skills
I Molenaar, CK van Campen
Proceedings of the Sixth International Conference on Learning Analytics …, 2016
Knowledge exchange from citizens to learners through online collaboration
I Molenaar
EdMedia+ Innovate Learning, 894-899, 2003
Towards hybrid human-system regulation: Understanding children'SRL support needs in blended classrooms
I Molenaar, A Horvers, RS Baker
Proceedings of the 9th International Conference on Learning Analytics …, 2019
11 Attention management for self-regulated learning: AtGentSchool
I Molenaar, C van Boxtel, P Sleegers, C Roda
Human attention in digital environments, 259, 2011
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