Marianne M. van den Hurk

TL;DR: In this paper, the authors focus on two self-regulated learning strategies, namely time planning and self-monitoring, and investigate how these strategies are related to actual individual study time, un-prepared participation in the tutorial group and cognitive achievement.

TL;DR: In this article, a questionnaire was developed, containing seven items that measured to what extent students study strictly according to the student-generated learning issues and six items measuring the extent students studied beyond the student generated learning issues, and the questionnaire also contained one question in which students had to estimate the mean time spent on individual study.

TL;DR: It is suggested that AR applications can play a role in future anatomy education as an add‐on educational tool, especially in learning three‐dimensional relations of anatomical structures.

TL;DR: The results indicate that the model fitted the data well and gives insight into how important variables are related and it is recommended that data should be collected to test the model repeatedly.

TL;DR: It was demonstrated that students in the goal-free condition read more articles, studied longer, and spent more time reporting the studied literature than their peers in thegoal-specified condition.