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Results: 137
Number of items: 137
  • van der Linde, D., Voogt, J., & van Aar, N. (2021). Computational thinking skills of young children working on a programming task. The Journal of Computers in Mathematics and Science Teaching, 40(4), 357-376. https://www.learntechlib.org/p/215691/
  • Open Access
    Voogt, J., & Knezek, G. (2021). Teaching and Learning with Technology During the COVID-19 Pandemic: Highlighting the Need for Micro-Meso-Macro Alignments. Canadian Journal of Learning and Technology, 47(4). https://doi.org/10.21432/cjlt28150
  • Open Access
    Wijnen, F., Walma van der Molen, J., & Voogt, J. (2021). Measuring primary school teachers’ attitudes towards stimulating higher-order thinking (SHOT) in students: Development and validation of the SHOT questionnaire. Thinking Skills and Creativity, 42, Article 100954. https://doi.org/10.1016/j.tsc.2021.100954
  • Open Access
    Veltman, M. E., van Keulen, J., & Voogt, J. M. (2021). Using problems with wicked tendencies as vehicles for learning in higher professional education: towards coherent curriculum design. Curriculum Journal, 32(3), 559-583. https://doi.org/10.1002/curj.100
  • Open Access
    Eggers, J. H., Oostdam, R., & Voogt, J. (2021). Self-regulation strategies in blended learning environments in higher education: A systematic review. Australasian Journal of Educational Technology, 37(6), 175-192. https://doi.org/10.14742/ajet.6453
  • van de Kuilen, H., Altinyelken, H., & Voogt, J. (2020). Re-contextualization of learner-centred pedagogy in Rwanda: A comparative analysis of primary and secondary schools . Abstract from Africa Knows!, Netherlands. https://www.africaknows.eu/papA01-06.htm
  • Open Access
    Jonker, H., März, V., & Voogt, J. (2020). Curriculum flexibility in a blended curriculum. Australasian Journal of Educational Technology, 36(1), 68-84. https://doi.org/10.14742/ajet.4926
  • Open Access
    Onderzoeksgroep ‘Online onderwijs tijdens COVID-19' (2020). Welke factoren dragen bij aan effectief online en blended onderwijs? (Samenvatting). Universiteit van Amsterdam.
  • Open Access
    Research group ‘Online education during COVID-19’ (2020). What factors contribute to effective online and blended education? (Summary). Universiteit van Amsterdam.
  • Jonker, H., Marz, V., & Voogt, J. (2019). Collaboration in teacher design teams: Untangling the relationship between teachers’ experiences of the collaboration process and their perceptions of the redesigned curriculum. Studies in Educational Evaluation, 61, 138-149. https://doi.org/10.1016/j.stueduc.2019.03.010
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