Bas Giesbers

TL;DR: This empirical contribution provides an application of Buckingham Shum and Deakin Crick's theoretical framework of dispositional learning analytics: an infrastructure that combines learning dispositions data with data extracted from computer-assisted, formative assessments and LMSs.

TL;DR: Investigation of the relationship between available tools used, student motivation, participation, and performance on a final exam in an online course in economics found some support for the expected association between autonomous motivation and participation in web-videoconferences as well as between autonomous motivations and the grade on the final exam.

TL;DR: Applying verbal reporting, eye tracking, and concept mapping in research inspired by cognitive load theory may increase the understanding of how and why well-known effects of instructional formats come about and refine or corroborate the proposed theoretical underpinnings of such effects.

TL;DR: This study addressed the relationship between learners' actual use of synchronous and asynchronous communication over time in an online course, taking into account student motivation, and employing a dynamic inter-temporal perspective.

TL;DR: The main conclusion from this study is that getting the balance between guidance and support right to facilitate both autonomous and control-oriented learners is a delicate complex issue.