Judith Schoonenboom
Judith Schoonenboom
Verified email at univie.ac.at
Cited by
Cited by
How to construct a mixed methods research design
J Schoonenboom, RB Johnson
KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie 69 (2), 107-131, 2017
Using an adapted, task-level technology acceptance model to explain why instructors in higher education intend to use some learning management system tools more than others
J Schoonenboom
Computers & Education 71, 247-256, 2014
Developing a teacher identity in the university context: A systematic review of the literature
T Van Lankveld, J Schoonenboom, M Volman, G Croiset, J Beishuizen
Higher Education Research & Development 36 (2), 325-342, 2017
Adding qualitative and mixed methods research to health intervention studies: Interacting with differences
RB Johnson, J Schoonenboom
Qualitative Health Research 26 (5), 587-602, 2016
The effect of a script and a structured interface in grounding discussions
J Schoonenboom
International Journal of Computer-Supported Collaborative Learning 3 (3 …, 2008
The role of knowledge in students’ flood-risk perception
A Bosschaart, W Kuiper, J van der Schee, J Schoonenboom
Natural hazards 69 (3), 1661-1680, 2013
The use of technology as one of the possible means of performing instructor tasks: Putting technology acceptance in context
J Schoonenboom
Computers & Education 59 (4), 1309-1316, 2012
Causation in mixed methods research: The meeting of philosophy, science, and practice
RB Johnson, F Russo, J Schoonenboom
Journal of mixed methods research 13 (2), 143-162, 2019
Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers
T Van Lankveld, J Schoonenboom, RA Kusurkar, M Volman, J Beishuizen, ...
Advances in Health Sciences Education 22 (3), 601-622, 2017
A performative paradigm for mixed methods research
J Schoonenboom
Journal of mixed methods research 13 (3), 284-300, 2019
Combining multiple purposes of mixing within a mixed methods research design
J Schoonenboom, RB Johnson, DE Froehlich
International Journal of Multiple Research Approaches 10 (1), 271-282, 2018
Differences in learning characteristics between students with high, average, and low levels of academic procrastination: students’ views on factors influencing their learning
L Visser, FAJ Korthagen, J Schoonenboom
Frontiers in Psychology 9, 808, 2018
Supporting life-long competence development using the TENCompetence infrastructure: a first experiment
J Schoonenboom, H Sligte, A Moghnieh, K Stefanov, C Glahn, M Specht, ...
International Journal of Emerging Technologies in Learning (iJET) 3 (2008), 2008
It's Not a Math Lesson--We're Learning to Draw! Teachers' Use of Visual Representations in Instructing Word Problem Solving in Sixth Grade of Elementary School.
AJH Boonen, HC Reed, J Schoonenboom, J Jolles
Frontline Learning Research 4 (5), 55-82, 2016
Using open technical e-learning standards and service-orientation to support new forms of e-assessment
Y Miao, C Tattersall, J Schoonenboom, K Stevanov, A Aleksieva-Petrova
Proceedings of the second TENCompetence Open Workshop, 183, 2007
Designing mixed methods research by mixing and merging methodologies: a 13-step model
J Schoonenboom
American Behavioral Scientist 62 (7), 998-1015, 2018
Informal teacher communities enhancing the professional development of medical teachers: a qualitative study
T Van Lankveld, J Schoonenboom, R Kusurkar, J Beishuizen, G Croiset, ...
BMC medical education 16 (1), 1-10, 2016
Self-development of competences for social inclusion using the TENCompetence infrastructure
A Louys, D Hernández-Leo, J Schoonenboom, R Lemmers, ...
Journal of Educational Technology & Society 12 (3), 70-81, 2009
Collaborative trails in e-Learning environments
K Keenoy, M Levene, S de Freitas, B Emans, J Schoonenboom, A Jones, ...
Personalised and Collaborative Trails of Digital and Non-Digital Learning …, 2004
The multilevel mixed intact group analysis: A mixed method to seek, detect, describe, and explain differences among intact groups
J Schoonenboom
Journal of Mixed Methods Research 10 (2), 129-146, 2016
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