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ORCIDSaskia Brand-Gruwel
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2020 – today
- 2023
[j32]Milou J. R. de Smet
, Saskia Brand-Gruwel, Paul A. Kirschner:
Learning to use electronic outlining via observational learning: Effects on students' argumentative writing performance. J. Comput. Assist. Learn. 39(5): 1666-1689 (2023)- 2021
- [j31]Kevin Ackermans, Ellen Rusman, Rob Nadolski, Marcus Specht, Saskia Brand-Gruwel:
Video-enhanced or textual rubrics: Does the Viewbrics' formative assessment methodology support the mastery of complex (21st century) skills? J. Comput. Assist. Learn. 37(3): 810-824 (2021) - 2020
- [j30]Selina Emhardt, Ellen M. Kok, Halszka Jarodzka, Saskia Brand-Gruwel, Christian Drumm, Tamara van Gog:
How Experts Adapt Their Gaze Behavior When Modeling a Task to Novices. Cogn. Sci. 44(9) (2020) - [c11]Diego Demaree, Halszka Jarodzka, Saskia Brand-Gruwel, Yvonne Kammerer:
The Influence of Device Type on Querying Behavior and Learning Outcomes in a Searching as Learning Task with a Laptop or Smartphone. CHIIR 2020: 373-377 - [c10]Selina Emhardt, Halszka Jarodzka, Saskia Brand-Gruwel, Christian Drumm, Tamara van Gog:
Introducing Eye Movement Modeling Examples for Programming Education and the Role of Teacher's Didactic Guidance. ETRA Short Papers 2020: 52:1-52:4
2010 – 2019
- 2019
- [j29]Jimmy Frerejean, Gerdo J. Velthorst, Johan L. H. van Strien, Paul A. Kirschner, Saskia Brand-Gruwel:
Embedded instruction to learn information problem solving: Effects of a whole task approach. Comput. Hum. Behav. 90: 117-130 (2019) - [j28]Kevin Ackermans, Ellen Rusman, Rob Nadolski, Marcus Specht, Saskia Brand-Gruwel:
Video-or text-based rubrics: What is most effective for mental model growth of complex skills within formative assessment in secondary schools? Comput. Hum. Behav. 101: 248-258 (2019) - 2018
- [j27]Jimmy Frerejean, Johan L. H. van Strien, Paul A. Kirschner, Saskia Brand-Gruwel:
Effects of a modelling example for teaching information problem solving skills. J. Comput. Assist. Learn. 34(6): 688-700 (2018) - 2017
- [j26]Paulo Moekotte, Saskia Brand-Gruwel, Henk Ritzen:
Teachers' beliefs about using technology to enhance the learning process of at-risk students. Int. J. Soc. Media Interact. Learn. Environ. 5(2): 108-136 (2017) - [j25]Jaap Walhout, Paola Oomen, Halszka Jarodzka, Saskia Brand-Gruwel:
Effects of task complexity on online search behavior of adolescents. J. Assoc. Inf. Sci. Technol. 68(6): 1449-1461 (2017) - [j24]Halszka Jarodzka, Saskia Brand-Gruwel:
Tracking the reading eye: towards a model of real-world reading. J. Comput. Assist. Learn. 33(3): 193-201 (2017) - [j23]Saskia Brand-Gruwel, Yvonne Kammerer, Ludo Van Meeuwen, Tamara van Gog:
Source evaluation of domain experts and novices during Web search. J. Comput. Assist. Learn. 33(3): 234-251 (2017) - [j22]Jos van Helvoort, Saskia Brand-Gruwel, Frank Huysmans, Ellen Sjoer:
Reliability and validity test of a Scoring Rubric for Information Literacy. J. Documentation 73(2): 305-316 (2017) - [c9]Kevin Ackermans, Ellen Rusman, Saskia Brand-Gruwel, Marcus Specht:
The Dilemmas of Formulating Theory-Informed Design Guidelines for a Video Enhanced Rubric. TEA 2017: 123-136 - 2016
- [j21]Nynke Bos, Caspar Groeneveld, Jan van Bruggen, Saskia Brand-Gruwel:
The use of recorded lectures in education and the impact on lecture attendance and exam performance. Br. J. Educ. Technol. 47(5): 906-917 (2016) - [j20]Johan L. H. van Strien, Yvonne Kammerer, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
How attitude strength biases information processing and evaluation on the web. Comput. Hum. Behav. 60: 245-252 (2016) - [j19]Jimmy Frerejean, Johan L. H. van Strien, Paul A. Kirschner, Saskia Brand-Gruwel:
Completion strategy or emphasis manipulation? Task support for teaching information problem solving. Comput. Hum. Behav. 62: 90-104 (2016) - [c8]Nynke Bos, Saskia Brand-Gruwel:
Profiling Student Behavior in a Blended Course - Closing the Gap between Blended Teaching and Blended Learning. CSEDU (2) 2016: 65-72 - [c7]Iwan G. J. H. Wopereis, Jimmy Frerejean, Saskia Brand-Gruwel:
Teacher Perspectives on Whole-Task Information Literacy Instruction. ECIL 2016: 678-687 - [c6]Nynke Bos, Saskia Brand-Gruwel:
Student differences in regulation strategies and their use of learning resources: implications for educational design. LAK 2016: 344-353 - [c5]Kevin Ackermans, Ellen Rusman, Saskia Brand-Gruwel, Marcus Specht:
A First Step Towards Synthesizing Rubrics and Video for the Formative Assessment of Complex Skills. TEA 2016: 1-10 - 2015
- [j18]Jaap Walhout, Saskia Brand-Gruwel, Halszka Jarodzka, Martin van Dijk, Renate de Groot, Paul A. Kirschner:
Learning and navigating in hypertext: Navigational support by hierarchical menu or tag cloud? Comput. Hum. Behav. 46: 218-227 (2015) - [j17]P. B. F. Moekotte, Saskia Brand-Gruwel, H. T. M. Ritzen, P. Robert-Jan Simons:
Early school leavers' attitudes towards online self-presentation and explicit participation. Comput. Hum. Behav. 49: 171-184 (2015) - [j16]Chantal J. J. Gorissen, Liesbeth Kester, Saskia Brand-Gruwel, Rob L. Martens:
Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style. Interact. Learn. Environ. 23(6): 655-669 (2015) - [c4]Iwan G. J. H. Wopereis, Jimmy Frerejean, Saskia Brand-Gruwel:
Information Problem Solving Instruction in Higher Education: A Case Study on Instructional Design. ECIL 2015: 293-302 - 2014
- [j15]Milou J. R. de Smet, Saskia Brand-Gruwel, Mariëlle Leijten, Paul A. Kirschner:
Electronic outlining as a writing strategy: Effects on students' writing products, mental effort and writing process. Comput. Educ. 78: 352-366 (2014) - [j14]Johan L. H. van Strien, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
Dealing with conflicting information from multiple nonlinear texts: Effects of prior attitudes. Comput. Hum. Behav. 32: 101-111 (2014) - 2012
- [j13]Milou J. R. de Smet, Saskia Brand-Gruwel, H. Broekkamp, Paul A. Kirschner:
Write between the lines: Electronic outlining and the organization of text ideas. Comput. Hum. Behav. 28(6): 2107-2116 (2012) - [j12]Nelleke van Loon-Hillen, Tamara van Gog, Saskia Brand-Gruwel:
Effects of worked examples in a primary school mathematics curriculum. Interact. Learn. Environ. 20(1): 89-99 (2012) - [c3]Johan L. H. van Strien, Monique Bijker, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
Measuring Sophistication of Epistemic Beliefs Using Rasch Analysis. ICLS 2012 - 2011
- [j11]Milou J. R. de Smet, H. Broekkamp, Saskia Brand-Gruwel, Paul A. Kirschner:
Effects of electronic outlining on students' argumentative writing performance. J. Comput. Assist. Learn. 27(6): 557-574 (2011) - 2010
- [j10]Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
Fostering transfer of websearchers' evaluation skills: A field test of two transfer theories. Comput. Hum. Behav. 26(4): 716-728 (2010)
2000 – 2009
- 2009
- [j9]Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
How students evaluate information and sources when searching the World Wide Web for information. Comput. Educ. 52(1): 234-246 (2009) - [j8]Saskia Brand-Gruwel, Iwan G. J. H. Wopereis, Amber Walraven:
A descriptive model of information problem solving while using internet. Comput. Educ. 53(4): 1207-1217 (2009) - 2008
- [j7]Saskia Brand-Gruwel, Peter Gerjets:
Instructional support for enhancing students' information problem solving ability. Comput. Hum. Behav. 24(3): 615-622 (2008) - [j6]Amber Walraven, Saskia Brand-Gruwel, Henny P. A. Boshuizen:
Information-problem solving: A review of problems students encounter and instructional solutions. Comput. Hum. Behav. 24(3): 623-648 (2008) - [j5]Iwan G. J. H. Wopereis, Saskia Brand-Gruwel, Yvonne Vermetten:
The effect of embedded instruction on solving information problems. Comput. Hum. Behav. 24(3): 738-752 (2008) - [c2]Helen Jossberger, Saskia Brand-Gruwel, Henny P. A. Boshuizen, Margje Van De Wiel:
Self-directed learning in pre-vocational secondary education: an analysis of difficulties and success factors in workplace simulations. ICLS (3) 2008: 55-56 - [c1]Tamara van Gog, Saskia Brand-Gruwel, Ludo Van Meeuwen, Fred Paas:
Uncovering cognitive processes: cued retrospective reporting based on eye-movement records. ICLS (3) 2008: 416-417 - 2007
- [j4]Silvia Dewiyanti, Saskia Brand-Gruwel, Wim M. G. Jochems, Nick J. Broers:
Students' experiences with collaborative learning in asynchronous Computer-Supported Collaborative Learning environments. Comput. Hum. Behav. 23(1): 496-514 (2007) - 2005
- [j3]Silvia Dewiyanti, Saskia Brand-Gruwel, Wim M. G. Jochems:
Applying reflection and moderation in an asynchronous computer-supported collaborative learning environment in campus-based higher education. Br. J. Educ. Technol. 36(4): 673-676 (2005) - [j2]Jeroen J. G. van Merriënboer, Saskia Brand-Gruwel:
The pedagogical use of information and communication technology in education: a Dutch perspective. Comput. Hum. Behav. 21(3): 407-415 (2005) - [j1]Saskia Brand-Gruwel, Iwan G. J. H. Wopereis, Yvonne Vermetten:
Information problem solving by experts and novices: analysis of a complex cognitive skill. Comput. Hum. Behav. 21(3): 487-508 (2005)
Coauthor Index
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