Saskia Brand-Gruwel

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	All	Since 2016
Citations	5446	2887
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Jeroen J. G. van MerrienboerMaastricht University - SHE, Open University of the Netherlands, University of BergenVerified email at maastrichtuniversity.nl
Iwan WopereisOpen UniversiteitVerified email at ou.nl
Paul A. KirschnerEmeritus Professor (Educational Psychology), Open University of the NetherlandsVerified email at ou.nl
HPA boshuizenHoogleraar Onderwijswetenschappen, Open UniversiteitVerified email at ou.nl
Halszka JarodzkaFull Professor of Instructional Design and Online LearningVerified email at ou.nl
Karen D. Könings, PhDAssociate Professor, Maastricht University, FHML, SHE; Honorary Professor, University of East AngliaVerified email at maastrichtuniversity.nl
Ludo van MeeuwenEindhoven University of TechnologyVerified email at tue.nl
Jaap WalhoutStatistics Netherlands (Centraal Bureau voor de Statistiek)Verified email at ou.nl
Milou de SmetPromovenda, Open UniversiteitVerified email at ou.nl
Jimmy Frerejean, PhDSHE, Maastricht UniversityVerified email at maastrichtuniversity.nl
rob martensprofessor of educational science. Open university of the Netherlands; NIVOZVerified email at ou.nl
Liesbeth KesterFull professor Educational sciences Utrecht UniversityVerified email at uu.nl
Tamara van GogUtrecht UniversityVerified email at uu.nl
Marc StadtlerProfessor at Ruhr-Universität Bochum, Institut für ErziehungswissenschaftenVerified email at rub.de
Prof. Dr. Tina SeidelFull Professor, School of Education, Technical University of Munich (TUM)Verified email at tum.de
Peter GerjetsProfessor für Lehr-Lernforschung, Institut für WissensmedienVerified email at iwm-tuebingen.de
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam / University of WollongongVerified email at essb.eur.nl
Kamakshi RajagopalITEC, imec research group at KULeuvenVerified email at kuleuven.be
Peter B. SloepProfessor emeritus of Technology Enhanced LearningVerified email at ou.nl
Marco KalzProfessor of Technology-Enhanced Learning, Heidelberg University of EducationVerified email at ph-heidelberg.de

Saskia Brand-Gruwel

Professor of Learning Sciences, Welten Institute, Open University Netherlands

Verified email at ou.nl

Information literacy instructional design self-regulated learning


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Information problem solving by experts and novices: Analysis of a complex cognitive skill S Brand-Gruwel, I Wopereis, Y Vermetten Computers in Human Behavior 21 (3), 487-508, 2005	484	2005
A descriptive model of information problem solving while using internet S Brand-Gruwel, I Wopereis, A Walraven Computers & Education 53 (4), 1207-1217, 2009	327	2009
How students evaluate information and sources when searching the World Wide Web for information A Walraven, S Brand-Gruwel, HPA Boshuizen Computers & education 52 (1), 234-246, 2009	321	2009
Peer assessment training in teacher education: Effects on performance and perceptions DMA Sluijsmans, S Brand-Gruwel, JJG van Merriënboer Assessment & Evaluation in Higher Education 27 (5), 443-454, 2002	312	2002
Towards more powerful learning environments through combining the perspectives of designers, teachers, and students KD Könings, S Brand‐Gruwel, JJG Van Merriënboer British Journal of Educational Psychology 75 (4), 645-660, 2005	292	2005
Information-problem solving: A review of problems students encounter and instructional solutions A Walraven, S Brand-Gruwel, HPA Boshuizen Computers in Human Behavior 24 (3), 623-648, 2008	264	2008
Students’ experiences with collaborative learning in asynchronous computer-supported collaborative learning environments S Dewiyanti, S Brand-Gruwel, W Jochems, NJ Broers Computers in Human Behavior 23 (1), 496-514, 2007	255	2007
A review of the relationship between parental involvement indicators and academic achievement L Boonk, HJM Gijselaers, H Ritzen, S Brand-Gruwel Educational Research Review 24, 10-30, 2018	201	2018
The challenge of self‐directed and self‐regulated learning in vocational education: A theoretical analysis and synthesis of requirements H Jossberger, S Brand‐Gruwel, H Boshuizen, M Van de Wiel Journal of vocational education and training 62 (4), 415-440, 2010	151	2010
Teachers’ perspectives on innovations: Implications for educational design KD Könings, S Brand-Gruwel, JJG Van Merrienboer Teaching and teacher education 23 (6), 985-997, 2007	147	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	136	2004
Solving information-based problems: Evaluating sources and information S Brand-Gruwel, M Stadtler Learning and Instruction 21 (2), 175-179, 2011	115	2011
Design and evaluation of a development portfolio: how to improve students’ self-directed learning skills W Kicken, S Brand-Gruwel, J Van Merriënboer, W Slot Instructional Science 37 (5), 453-473, 2009	111	2009
The effect of embedded instruction on solving information problems I Wopereis, S Brand-Gruwel, Y Vermetten Computers in Human Behavior 24 (3), 738-752, 2008	104	2008
The training of peer assessment skills to promote the development of reflection skills in teacher education DMA Sluijsmans, S Brand-Gruwel, JJG van Merriënboer, TJ Bastiaens Studies in Educational Evaluation 29 (1), 23-42, 2002	104	2002
Improving text comprehension strategies in reading and listening settings S Brand-Gruwel, CAJ Aarnoutse, KP Van Den Bos Learning and Instruction 8 (1), 63-81, 1998	101	1998
Does a new learning environment come up to students' expectations? A longitudinal study. KD Könings, S Brand-Gruwel, JJG van Merriënboer, NJ Broers Journal of Educational Psychology 100 (3), 535, 2008	91	2008
The effects of portfolio-based advice on the development of self-directed learning skills in secondary vocational education W Kicken, S Brand-Gruwel, JJG Van Merriënboer, W Slot Educational technology research and development 57 (4), 439, 2009	90	2009
An approach to participatory instructional design in secondary education: an exploratory study KD Könings, S Brand-Gruwel, JJG van Merriënboer Educational Research 52 (1), 45-59, 2010	82	2010
The use of recorded lectures in education and the impact on lecture attendance and exam performance N Bos, C Groeneveld, J Van Bruggen, S Brand‐Gruwel British Journal of Educational Technology 47 (5), 906-917, 2016	77	2016

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