Anouschka Van Leeuwen
Biographic Data
| ID | 8529558 |
|---|---|
| NAME | Anouschka Van Leeuwen |
| GIVEN NAMES | Anouschka |
| FAMILY NAME | Van Leeuwen |
| SIGNATURE | VAN LEEUWEN A |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0003-2970-1380 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 9 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames
Peer Interactions During Computer‐Supported Collaborative Learning
The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard
Being able to self-regulate can positively impact learners’ academic achievement. An inherent catalyst of Self-Regulated Learning (SRL) is internal feedback, the new knowledge which is generated when comparing current knowledge against reference information. Learners may not always generate internal feedback, hampering further SRL. Supporting SRL can be done with a Learning Analytics Dashboard (LAD), in which reference frames allow for comparison…
Exploring the link between self‐regulated learning and learner behaviour in a massive open online course
Mine, ours, and yours
In computer‐supported collaborative learning research, studies examining the combined effects of individual level, group level and within‐group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within‐group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activiti…
Supporting learners' self-regulated learning in Massive Open Online Courses
In MOOCs, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated learning (SRL) in order to successfully study in a MOOC. Learners however often struggle to self-regulate their learning. We implemented an SRL intervention in three MOOCs. The intervention consisted of three short videos containing SRL instruction and study suggestions to improve learners' SRL. We tested…
A systematic review of teacher guidance during collaborative learning in primary and secondary education
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education
Reflections and Review on the Audit Procedure
Arguably, quality assurance is more complicated in qualitative studies than in quantitative studies. Several procedures for quality assurance are available, among which the audit procedure as proposed by Akkerman, Admiraal, Brekelmans, and Oost. In this article, we reflect on this procedure based on our own experiences as well as based on a review of studies in which the audit procedure was employed. More specifically, we discuss (1) the choice f…
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Reflections and Review on the Audit Procedure
Arguably, quality assurance is more complicated in qualitative studies than in quantitative studies. Several procedures for quality assurance are available, among which the audit procedure as proposed by Akkerman, Admiraal, Brekelmans, and Oost. In this article, we reflect on this procedure based on our own experiences as well as based on a review of studies in which the audit procedure was employed. More specifically, we discuss (1) the choice f…
A systematic review of teacher guidance during collaborative learning in primary and secondary education
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education
Supporting learners' self-regulated learning in Massive Open Online Courses
In MOOCs, learners are typically presented with great autonomy over their learning process. Therefore, learners should engage in self-regulated learning (SRL) in order to successfully study in a MOOC. Learners however often struggle to self-regulate their learning. We implemented an SRL intervention in three MOOCs. The intervention consisted of three short videos containing SRL instruction and study suggestions to improve learners' SRL. We tested…
Mine, ours, and yours
In computer‐supported collaborative learning research, studies examining the combined effects of individual level, group level and within‐group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within‐group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activiti…
Exploring the link between self‐regulated learning and learner behaviour in a massive open online course
The role of reference frames in learners’ internal feedback generation with a learning analytics dashboard
Being able to self-regulate can positively impact learners’ academic achievement. An inherent catalyst of Self-Regulated Learning (SRL) is internal feedback, the new knowledge which is generated when comparing current knowledge against reference information. Learners may not always generate internal feedback, hampering further SRL. Supporting SRL can be done with a Learning Analytics Dashboard (LAD), in which reference frames allow for comparison…
Students' Use of a Learning Analytics Dashboard and Influence of Reference Frames
Peer Interactions During Computer‐Supported Collaborative Learning
Computer Science (6 works) · Innovative Teaching and Learning Methods (5 works) · Mathematics education (5 works) · Psychology (5 works) · Online and Blended Learning (4 works) · Online Learning and Analytics (4 works) · Social Psychology (3 works) · Analytics (2 works) · Dashboard (2 works) · Data science (2 works)