Marijke Kral
Biographic Data
| ID | 6508568 |
|---|---|
| NAME | Marijke Kral |
| GIVEN NAMES | Marijke |
| FAMILY NAME | Kral |
| SIGNATURE | KRAL M |
| AFFILIATIONS | HAN University of Applied Sciences |
| ORCID | 0000-0001-7522-0014 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The development of an organizational model for technology enhanced personalized learning (Teplan)
Technology-Enhanced Personalized Learning (TEPL) offers new opportunities for adaptive learning, yet its successful implementation requires coherence across teaching practices, school organization, and educational context. Despite growing interest, research lacks an integrated perspective on the organizational dimensions of TEPL. This study develops an organizational model for TEPL (TEPLAN) through an iterative process that integrates research an…
Young learners’ motivation, self-regulation and performance in personalized learning
Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized learning affects younger students (ages 7–12),…
Teaching teachers to teach with technology
Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we …
Development and validation of a test for measuring primary school students' effective use of ICT
The HeDiCom framework
There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regardin…
A literature review of open-ended concept maps as a research instrument to study knowledge and learning
In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper d…
Digital reading in a second or foreign language
This systematic literature review focuses on digital reading in a second or foreign language. The reviewed literature (N = 31, published between 2008 and 2020) revealed several characteristics of second language digital reading environments, tasks, and readers. First, characteristics of digital environments were availability and choice of authentic texts, degrees of linearity, lay-out characteristics, and integrated tools. Second, task characteri…
Exploring the value of peer feedback in online learning for the provider
Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology
Exploring the value of peer feedback in online learning for the provider
Teacher educators' competences in fostering student teachers’ proficiency in teaching and learning with technology
Digital reading in a second or foreign language
This systematic literature review focuses on digital reading in a second or foreign language. The reviewed literature (N = 31, published between 2008 and 2020) revealed several characteristics of second language digital reading environments, tasks, and readers. First, characteristics of digital environments were availability and choice of authentic texts, degrees of linearity, lay-out characteristics, and integrated tools. Second, task characteri…
A literature review of open-ended concept maps as a research instrument to study knowledge and learning
In educational, social or organizational studies, open-ended concept maps are used as an instrument to collect data about and analyze individuals’ conceptual knowledge. Open-ended concept map studies devoted to knowledge and learning apply a variety of methods of analysis. This literature review systematically summarizes the various ways in which open-ended concept maps have been applied in previous studies of knowledge and learning. This paper d…
The HeDiCom framework
There is little consensus about the nature of teachers’ digital competencies in Higher Education. Moreover, existing digital competence frameworks have largely been developed for teachers in secondary education. In response to this, the current study focuses on developing and validating a framework of digital competencies for teachers in Higher Education. First, a review was conducted to determine the state of digital competence research regardin…
Teaching teachers to teach with technology
Despite the efforts of initial teacher education institutes (ITEs) to incorporate technology into their curricula, pre-service teachers (PSTs) feel insufficiently prepared to use technology effectively when teaching. To prepare PSTs to use technology in their future teaching practice, teacher educators (TEs), as second-order teachers, must both teach with technology themselves and teach about the use of technology in education. In this study, we …
Development and validation of a test for measuring primary school students' effective use of ICT
Young learners’ motivation, self-regulation and performance in personalized learning
Personalized learning, a topic that has garnered significant attention in education, is known for its potential to cater to student's unique needs and improve educational outcomes. However, most large-scale longitudinal studies on personalized learning have primarily focused on middle school students and above (age ≥11). This study, in contrast, delves into the uncharted territory of how personalized learning affects younger students (ages 7–12),…
The development of an organizational model for technology enhanced personalized learning (Teplan)
Technology-Enhanced Personalized Learning (TEPL) offers new opportunities for adaptive learning, yet its successful implementation requires coherence across teaching practices, school organization, and educational context. Despite growing interest, research lacks an integrated perspective on the organizational dimensions of TEPL. This study develops an organizational model for TEPL (TEPLAN) through an iterative process that integrates research an…
Mathematics education (8 works) · Psychology (8 works) · Computer Science (7 works) · Digital literacy in education (4 works) · Gender and Technology in Education (3 works) · Innovative Teaching and Learning Methods (3 works) · Knowledge management (3 works) · Pedagogy (3 works) · Teaching method (3 works) · Technology integration (3 works)