Jan Hein Eggers
Biographic Data
| ID | 8989050 |
|---|---|
| NAME | Jan Hein Eggers |
| GIVEN NAMES | Jan Hein |
| FAMILY NAME | Eggers |
| SIGNATURE | EGGERS J H |
| AFFILIATIONS | Amsterdam University of Applied Sciences |
| ORCID | 0009-0003-9532-4293 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Retention effects of instruction in self-regulation strategies in blended learning environments
Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-te…
Self-regulation strategies in blended learning environments in higher education
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies:…
No prominent works on this page.
Self-regulation strategies in blended learning environments in higher education
Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies:…
Retention effects of instruction in self-regulation strategies in blended learning environments
Self-regulation learning strategies are vital for academic success in blended learning. This study compares explicit and implicit instructional methods in fostering and retaining these strategies among university students. A randomized controlled trial with 100 s-year students at a Dutch University of Applied Sciences included pre-tests, post-tests, a one-year follow-up, and focus group interviews. Quantitative results showed significant short-te…
Blended Learning (1 work) · Educational Environments and Student Outcomes (1 work) · Focus group (1 work) · Innovative Teaching and Learning Methods (1 work) · Instructional design (1 work) · Mastery Learning (1 work) · Metacognition (1 work) · Online and Blended Learning (1 work) · Qualitative property (1 work) · Teaching method (1 work)