Peter Verkoeijen
Biographic Data
| ID | 8902129 |
|---|---|
| NAME | Peter Verkoeijen |
| GIVEN NAMES | Peter |
| FAMILY NAME | Verkoeijen |
| SIGNATURE | VERKOEIJEN P |
| AFFILIATIONS | Learning and Innovation Centre Avans University of Applied Sciences Breda the Netherlands |
| VERIFIED | No |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson
National identity predicts public health support during a global pandemic
Changing collective behaviour and supporting non-pharmaceutical interventions is an important component in mitigating virus transmission during a pandemic. In a large international collaboration (Study 1, N = 49,968 across 67 countries), we investigated self-reported factors associated with public health behaviours (e.g., spatial distancing and stricter hygiene) and endorsed public policy interventions (e.g., closing bars and restaurants) during …
Instructing students on effective sequences of examples and problems: Does self‐regulated learning improve from knowing what works and why
Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices self‐regulate their learning from examples and problems and whether they need support. The present study investigated the open questions (1) to what extent students' (novices) task selections align with instructional design principles and…
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent thei…
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
Effects of different types of true–false questions on memory awareness and long-term retention
This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and fourth (pre- and post-) tests, participants indicated which form of memory awareness (i.e. remember, kn…
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Effects of different types of true–false questions on memory awareness and long-term retention
This study investigated the effects of two different true-false questions on memory awareness and long-term retention of knowledge. Participants took four subsequent knowledge tests on curriculum learning material that they studied at different retention intervals prior to the start of this study (i.e. prior to the first test). At the first and fourth (pre- and post-) tests, participants indicated which form of memory awareness (i.e. remember, kn…
Teaching on video as an instructional strategy to reduce confirmation bias—a pre-registered study
National identity predicts public health support during a global pandemic
Changing collective behaviour and supporting non-pharmaceutical interventions is an important component in mitigating virus transmission during a pandemic. In a large international collaboration (Study 1, N = 49,968 across 67 countries), we investigated self-reported factors associated with public health behaviours (e.g., spatial distancing and stricter hygiene) and endorsed public policy interventions (e.g., closing bars and restaurants) during …
Instructing students on effective sequences of examples and problems: Does self‐regulated learning improve from knowing what works and why
Nowadays, students often practice problem‐solving skills in online learning environments with the help of examples and problems. This requires them to self‐regulate their learning. It is questionable how novices self‐regulate their learning from examples and problems and whether they need support. The present study investigated the open questions (1) to what extent students' (novices) task selections align with instructional design principles and…
How do higher education students regulate their learning with video modeling examples, worked examples, and practice problems
Presenting novices with examples and problems is an effective and efficient way to acquire new problem-solving skills. Nowadays, examples and problems are increasingly presented in computer-based learning environments, in which learners often have to self-regulate their learning (i.e., choose what type of task to work on and when). Yet, it is questionable how novices self-regulate their learning from examples and problems, and to what extent thei…
Comparing instructional strategies to support student teachers’ learning to prepare an open-minded citizenship education lesson
Psychology (5 works) · Mathematics education (4 works) · Computer Science (3 works) · Educational psychology (3 works) · Instructional design (3 works) · Visual and Cognitive Learning Processes (3 works) · Cognition (2 works) · Educational Strategies and Epistemologies (2 works) · Innovative Teaching and Learning Methods (2 works) · Online and Blended Learning (2 works)