Maartje Henderikx
Biographic Data
| ID | 8902964 |
|---|---|
| NAME | Maartje Henderikx |
| GIVEN NAMES | Maartje |
| FAMILY NAME | Henderikx |
| SIGNATURE | HENDERIKX M |
| AFFILIATIONS | Open University of the Netherlands |
| ORCID | 0000-0002-8508-0745 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
More than just teaching
The biotope of online group learning
During online group learning, students constantly encounter socio-emotional challenges that can trigger negative social emotions. These emotions weaken their psychological safety, disrupt communication, strain peer relationships, and ultimately lower productivity and contribution to group tasks. As a result, their attitude towards group learning may suffer. Emotion regulation is essential to mitigate the negative effects of socio-emotional challe…
Peer feedback modelling needs in online higher education
Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course,…
The factor structure of the peer-feedback orientation scale (PFOS)
This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (…
A growth mindset lowers perceived cognitive load and improves learning
Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blin…
What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gen…
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What are the barriers to learners’ satisfaction in Moocs and what predicts them? The role of age, intention, self-regulation, self-efficacy and motivation
Massive open online course (MOOC) participants face diverse barriers that prevent them from feeling satisfied with participating in online courses. This study identified those barriers and their predictors. Using pre- and post-questionnaires, MOOC participants reported several characteristics and their barriers to satisfaction during the course. Exploratory factor analysis identified three kinds of barriers. The effects of participants ́ age, gen…
A growth mindset lowers perceived cognitive load and improves learning
Many large-scale, school-based interventions have attempted to improve academic performance through promoting students’ growth mindset, defined as the belief that one’s intellectual ability can increase with practice and time. However, most have shown weak to no effects. Thus, it is important to examine how growth mindset might affect retention and transfer of learning, as well as process-related variables such as cognitive load. In a double-blin…
The factor structure of the peer-feedback orientation scale (PFOS)
This study reports on the quantitative findings of an exploratory sequential mixed methods study in which the underlying factor structure of students’ peer-feedback orientation (i.e. openness to provide and receive peer-feedback) was investigated. Building on the qualitative findings of a previous study in which the ‘peer-feedback orientation’ concept was introduced, an online survey was developed to collect data among higher education students (…
The biotope of online group learning
During online group learning, students constantly encounter socio-emotional challenges that can trigger negative social emotions. These emotions weaken their psychological safety, disrupt communication, strain peer relationships, and ultimately lower productivity and contribution to group tasks. As a result, their attitude towards group learning may suffer. Emotion regulation is essential to mitigate the negative effects of socio-emotional challe…
Peer feedback modelling needs in online higher education
Peer feedback (PFB) is considered a reliable and beneficial method for supporting learning and interaction. However, PFB is a complex skill that needs explicit instruction through modelling. To leverage the positive effects, a theoretical and pedagogy-driven application of PFB - namely scaffolded PFB modelling - was integrated into an online higher education academic writing course. To address needs-driven modifications of PFB within this course,…
More than just teaching
Psychology (5 works) · Higher education (4 works) · Developmental psychology (3 works) · Social Psychology (3 works) · Applied Psychology (2 works) · Computer Science (2 works) · Evaluation of Teaching Practices (2 works) · Exploratory factor analysis (2 works) · Higher Education Practises and Engagement (2 works) · Innovative Teaching and Learning Methods (2 works)