Paul A. Kirschner

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Jeroen J. G. van MerrienboerMaastricht University - SHEVerified email at maastrichtuniversity.nl
Liesbeth KesterFull professor Educational sciences Utrecht UniversityVerified email at uu.nl
Gijsbert ErkensUtrecht UniversityVerified email at uu.nl
Renate de GrootFull professor Biopsychology of Learning, Open Universiteit, HeerlenVerified email at ou.nl
Karel KreijnsFull Professor of Technology Enhanced Collaborative Learning, Open UniversiteitVerified email at ou.nl
Sanna JarvelaProfessor in Learning Sciences and Educational Technology, University of OuluVerified email at oulu.fi
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam / University of WollongongVerified email at essb.eur.nl
Jeroen JanssenAssociate Professor, Department of Education, Utrecht University, The NetherlandsVerified email at uu.nl
Th.J. BastiaensProfessor of Educational Technology, Open University of the NetherlandsVerified email at ou.nl
Wim GijselaersProfessor of Educational Sciences, Maastricht UniversityVerified email at maastrichtuniversity.nl
Saskia Brand-GruwelProfessor of Learning Sciences, Welten Institute, Open University NetherlandsVerified email at ou.nl
PJ BeersDRIFT, Erasmus University Rotterdam / HAS Hogeschool, Den BoschVerified email at drift.eur.nl
Richard E. ClarkUniversity of Southern CaliforniaVerified email at usc.edu
Slavi StoyanovCentre for Learning Sciences and Technologies, Open University of the NetherlandsVerified email at ou.nl
Gellof KanselaarUniversiteit UtrechtVerified email at uu.nl
Pedro De BruyckereArteveldehogeschool, Leiden UniversityVerified email at arteveldehs.be
Judith GulikersEducation and Learning Sciences, Wageningen UniversityVerified email at wur.nl
HPA boshuizenHoogleraar Onderwijswetenschappen, Open UniversiteitVerified email at ou.nl
Jonna MalmbergPhD. University of OuluVerified email at oulu.fi
Jan-Willem StrijbosFull professor, University of Groningen, Groningen, the NetherlandsVerified email at rug.nl

Paul A. Kirschner

Emeritus Professor (Educational Psychology), Open University of the Netherlands

Verified email at ou.nl - Homepage

Instructional Design Educational Psychology Educational Technology Computer Supported Collaborative Learning


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Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching PA Kirschner, J Sweller, RE Clark Educational Psychologist 46 (2), 75-86, 2006	9496*	2006
Facebook® and academic performance PA Kirschner, AC Karpinski Computers in human behavior 26 (6), 1237-1245, 2010	2389	2010
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research K Kreijns, PA Kirschner, W Jochems Computers in human behavior 19 (3), 335-353, 2003	2126	2003
Ten steps to complex learning: A systematic approach to four-component instructional design JJG Van Merriënboer, PA Kirschner Routledge, 2017	1587	2017
Taking the load off a learner's mind: Instructional design for complex learning JJG Van Merriënboer, PA Kirschner, L Kester Educational psychologist 38 (1), 5-13, 2003	1335	2003
Cognitive load theory: Implications of cognitive load theory on the design of learning PA Kirschner Learning and instruction 12 (1), 1-10, 2002	1233	2002
Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors P Van den Bossche, WH Gijselaers, M Segers, PA Kirschner Small group research 37 (5), 490-521, 2006	1046	2006
A five-dimensional framework for authentic assessment J Gulikers, TJ Bastiaens, PA Kirschner Educational technology research and development 52 (3), 67-86, 2004	997	2004
Do learners really know best? Urban legends in education PA Kirschner, JJG van Merriënboer Educational psychologist 48 (3), 169-183, 2013	832	2013
The myths of the digital native and the multitasker PA Kirschner, P De Bruyckere Teaching and Teacher education 67, 135-142, 2017	774	2017
A cognitive load approach to collaborative learning: United brains for complex tasks F Kirschner, F Paas, PA Kirschner Educational psychology review 21 (1), 31-42, 2009	684	2009
Designing electronic collaborative learning environments P Kirschner, JW Strijbos, K Kreijns, PJ Beers Educational technology research and development 52 (3), 47-66, 2004	652	2004
Visualizing argumentation: Software tools for collaborative and educational sense-making PA Kirschner, SJ Buckingham-Shum, CS Carr Springer Science & Business Media, 2002	651	2002
The sociability of computer-supported collaborative learning environments K Kreijns, PA Kirschner, W Jochems Educational technology & society 5 (1), 8-22, 2002	626	2002
Why minimally guided teaching techniques do not work: A reply to commentaries J Sweller, PA Kirschner, RE Clark Educational psychologist 42 (2), 115-121, 2007	518	2007
Stop propagating the learning styles myth PA Kirschner Computers & Education 106, 166-171, 2017	472	2017
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks LKJ Baartman, TJ Bastiaens, PA Kirschner, CPM Van der Vleuten Educational research review 2 (2), 114-129, 2007	444	2007
Team learning: building shared mental models P Van den Bossche, W Gijselaers, M Segers, G Woltjer, P Kirschner Instructional Science 39 (3), 283-301, 2011	442	2011
An exploration of social networking site use, multitasking, and academic performance among United States and European university students AC Karpinski, PA Kirschner, I Ozer, JA Mellott, P Ochwo Computers in Human Behavior 29 (3), 1182-1192, 2013	439	2013
Putting students on the path to learning: The case for fully guided instruction R Clark, PA Kirschner, J Sweller American Educator 36 (1), 5-11, 2012	432	2012

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