rob martens
rob martens
professor of educational science. Open university of the Netherlands; NIVOZ
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Content analysis: What are they talking about?
JW Strijbos, RL Martens, FJ Prins, WMG Jochems
Computers & education 46 (1), 29-48, 2006
Multimedia instructions and cognitive load theory: Effects of modality and cueing
HK Tabbers, RL Martens, JJG Van Merriënboer
British journal of educational psychology 74 (1), 71-81, 2004
Designing for interaction: Six steps to designing computer-supported group-based learning
JW Strijbos, RL Martens, WMG Jochems
Computers & Education 42 (4), 403-424, 2004
The boundary approach of competence: A constructivist aid for understanding and using the concept of competence
A Stoof, RL Martens, JJG Van Merrienboer, TJ Bastiaens
Human resource development review 1 (3), 345-365, 2002
The impact of intrinsic motivation on e‐learning in authentic computer tasks
RL Martens, J Gulikers, T Bastiaens
Journal of computer assisted learning 20 (5), 368-376, 2004
The effect of functional roles on group efficiency: Using multilevel modeling and content analysis to investigate computer-supported collaboration in small groups
JW Strijbos, RL Martens, WMG Jochems, NJ Broers
Small Group Research 35 (2), 195-229, 2004
What we know about CSCL
JW Strijbos, PA Kirschner, RL Martens
What we know about CSCL, 245-259, 2004
The surplus value of an authentic learning environment
JTM Gulikers, TJ Bastiaens, RL Martens
Computers in Human Behavior 21 (3), 509-521, 2005
CSCL in higher education?
PA Kirschner, RL Martens, JW Strijbos
What we know about CSCL, 3-30, 2004
New learning design in distance education: The impact on student perception and motivation
R Martens, T Bastiaens, PA Kirschner
Distance education 28 (1), 81-93, 2007
Training teachers in peer-assessment skills: effects on performance and perceptions
DMA Sluijsmans*, S Brand-Gruwel, JJG van Merriënboer, RL Martens
Innovations in Education and Teaching International 41 (1), 59-78, 2004
Student-centred and teacher-centred learning environment in pre-vocational secondary education: Psychological needs, and motivation
K Smit, CJ de Brabander, RL Martens
Scandinavian Journal of Educational Research 58 (6), 695-712, 2014
Conditions for web-based learning with real events
TJ Bastiaens, RL Martens
Instructional and cognitive impacts of web-based education, 1-31, 2000
The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: a matter of triangulation
JW Strijbos, RL Martens, WMG Jochems, NJ Broers
Computers in Human Behavior 23 (1), 353-380, 2007
Что есть компетенция? Конструктивистский подход как выход из замешательства
A Stoof, RL Martens, JJG Merrienboer
Open University Of the Netherlands, 2007
The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
D Baas, J Castelijns, M Vermeulen, R Martens, M Segers
British Journal of Educational Psychology 85 (1), 33-46, 2015
Towards a unified theory of task-specific motivation
CJ de Brabander, RL Martens
Educational Research Review 11, 27-44, 2014
Computer-based tools for instructional design: An introduction to the special issue
JJG Van Merriënboer, R Martens
Educational Technology Research and Development 50 (4), 5-9, 2002
The modality effect in multimedia instructions
HK Tabbers, RL Martens, JJG Van Merrienboer
Proceedings of the Annual Meeting of the Cognitive Science Society 23 (23), 2001
Exploring the value of peer feedback in online learning for the provider
E Van Popta, M Kral, G Camp, RL Martens, PRJ Simons
Educational Research Review 20, 24-34, 2017
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