Loes Hogenkamp
Biographic Data
| ID | 9976867 |
|---|---|
| NAME | Loes Hogenkamp |
| GIVEN NAMES | Loes |
| FAMILY NAME | Hogenkamp |
| SIGNATURE | HOGENKAMP L |
| AFFILIATIONS | University of Twente |
| ORCID | 0000-0003-2931-2983 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution
Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group…
No prominent works on this page.
Analyzing Socially Shared Regulation of Learning during Cooperative Learning and the Role of Equal Contribution
Although cooperative learning is an effective instructional method, it cannot be taken for granted that students will gain new knowledge when engaging in a cooperative activity. Even if cooperative learning is effectively designed, problems might arise regarding cognitive, behavioral and motivational aspects of learning. For students to gain knowledge, cognition, metacognition, behavior and motivation should be collectively regulated by the group…
Generative AI offers more, but students revise less
Providing high-quality feedback on student writing is essential yet increasingly difficult due to rising class sizes and limited instructional capacity. Generative AI (GenAI) offers a promising and scalable alternative, but its effectiveness compared to traditional teacher feedback, particularly across different prompting techniques, remains uncertain. This study employed a quantitative, randomized three-group experimental design with 70 graduate…
Argumentation theory (1 work) · Argumentative (1 work) · Cognition (1 work) · Cognitive psychology (1 work) · Computer Science (1 work) · Cooperative learning (1 work) · Experiential learning (1 work) · Generative grammar (1 work) · Generative model (1 work) · Grounded theory (1 work)