David C D van Alten
Biographic Data
| ID | 9611401 |
|---|---|
| NAME | David C D van Alten |
| GIVEN NAMES | David C D |
| FAMILY NAME | van Alten |
| SIGNATURE | VAN ALTEN D C D |
| AFFILIATIONS | Utrecht University |
| ORCID | 0000-0001-8119-5820 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 1 |
Secondary students’ online self-regulated learning during flipped learning
Flipped learning (FL) makes greater use of students' self-regulated learning (SRL) skills when they regulate their online learning behavior. Previous research has shown the value of SRL support during FL to enhance students' SRL and learning outcomes. However, as previous studies have indicated that SRL behavior varies, should SRL support be tailored to these differences in SRL? We applied latent profile analysis to identify subgroups in 150 eigh…
Effects of self-regulated learning prompts in a flipped history classroom
Flipping the classroom (FTC) is a didactical approach aimed at letting students come to class prepared and apply the learning material actively during class. As FTC places a higher demand on students' self-regulated learning (SRL) skills, our goal in the current study was to research the effects of SRL support in a flipped classroom on students' SRL (self-reports and online activities) and learning outcomes. Previous research showed that video em…
Self-regulated learning support in flipped learning videos enhances learning outcomes
In flipped learning, students study learning material before class and apply the content of the learning material during class. This requires self-regulated learning (SRL) behavior due to the increased autonomy in this instructional approach. Providing students with video-embedded SRL support (i.e., prompts and explicit instruction) during the learning activities before class has proven to be an effective strategy in primary and higher education …
Effects of flipping the classroom on learning outcomes and satisfaction
Glocalization and Religious Communication in the Roman Empire
Over the period in which the ancient Roman empire grew to its greatest extent, religion in the provinces underwent change. In this article, the author argues that glocalization as an explicit modern conceptual framework has added value to the analysis of religious material culture. First, the glocalization model is discussed in the context of a wider debate on the biased concept of Romanization. Second, a rationale is presented for interpreting R…
Glocalization and Religious Communication in the Roman Empire
Over the period in which the ancient Roman empire grew to its greatest extent, religion in the provinces underwent change. In this article, the author argues that glocalization as an explicit modern conceptual framework has added value to the analysis of religious material culture. First, the glocalization model is discussed in the context of a wider debate on the biased concept of Romanization. Second, a rationale is presented for interpreting R…
Glocalization and Religious Communication in the Roman Empire
Over the period in which the ancient Roman empire grew to its greatest extent, religion in the provinces underwent change. In this article, the author argues that glocalization as an explicit modern conceptual framework has added value to the analysis of religious material culture. First, the glocalization model is discussed in the context of a wider debate on the biased concept of Romanization. Second, a rationale is presented for interpreting R…
Effects of flipping the classroom on learning outcomes and satisfaction
Effects of self-regulated learning prompts in a flipped history classroom
Flipping the classroom (FTC) is a didactical approach aimed at letting students come to class prepared and apply the learning material actively during class. As FTC places a higher demand on students' self-regulated learning (SRL) skills, our goal in the current study was to research the effects of SRL support in a flipped classroom on students' SRL (self-reports and online activities) and learning outcomes. Previous research showed that video em…
Self-regulated learning support in flipped learning videos enhances learning outcomes
In flipped learning, students study learning material before class and apply the content of the learning material during class. This requires self-regulated learning (SRL) behavior due to the increased autonomy in this instructional approach. Providing students with video-embedded SRL support (i.e., prompts and explicit instruction) during the learning activities before class has proven to be an effective strategy in primary and higher education …
Secondary students’ online self-regulated learning during flipped learning
Flipped learning (FL) makes greater use of students' self-regulated learning (SRL) skills when they regulate their online learning behavior. Previous research has shown the value of SRL support during FL to enhance students' SRL and learning outcomes. However, as previous studies have indicated that SRL behavior varies, should SRL support be tailored to these differences in SRL? We applied latent profile analysis to identify subgroups in 150 eigh…
Computer Science (3 works) · Innovative Teaching and Learning Methods (3 works) · Innovative Teaching Methods (3 works) · Mathematics education (3 works) · Online and Blended Learning (3 works) · Psychology (3 works) · Self-regulated learning (3 works) · Flipped learning (2 works) · Aesthetics (1 work) · Ancient history (1 work)