Dirk T. Tempelaar

TL;DR: These findings took a step forward towards personalised and actionable feedback in learning analytics by recognizing the complexity of how and when students engage in learning activities over time, and supporting educators to design early and theoretically informed interventions based on learning dispositions.

TL;DR: In this paper, the authors present an experience with remedial online learning from a national collaboration initiative in the Netherlands involving the University of Amsterdam, Erasmus Rotterdam University and Maastricht University (www.webspijkeren.nl).

TL;DR: This paper analyzed the relation between time preferences, study effort, and academic performance among first-year Business and Economics students and found that impatient students show weaker performance, but the consequences are relatively mild.

TL;DR: The Awareness of Independent Learning Inventory (AILI) as discussed by the authors is an instrument for measuring features of metacognition, henceforth referred to as the AILI, and further to establish the similarities and differences between this model and existing instruments for measuring metACognition.

TL;DR: It is suggested that internationalisation of online content can encourage individual-level participation and decrease the disparity of participation within small groups when the content is situated in countries that are personally relevant to students’ own backgrounds.