The differential effects of task complexity on domain-specific and peer assessment skills
K. Könings; Dominique Sluijsmans; Marjo van Zundert; J.J.G. van Merriënboer
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
J.J.G. van Merriënboer; Marjo van Zundert; Dominique Sluijsmans; K. Könings
Living with myotonic dystrophy; what can be learned from couples? a qualitative study
Edith Cup; A Kinebanian; Ton Satink; AJ Pieterse; HT Hendricks; Rob Oostendorp; GJ van der Wilt; B.G.M. van Engelen
Muziektherapie bij NAH-patienten
Linda Boxman
Ikke zelf doen! Dramatherapie voor verstandelijk beperkten gericht op empowerment.
Annette Oomen (Student)
Impact of Recent Trends in Information and Communication Technology on the Validity of the Construct Information Literacy in Higher Education
A.A.J. (Jos) van Helvoort (Docent)
Quality of assessment of prior learning in university programmes : Perceptions of candidates, tutors and assessors
Desirée Joosten-ten Brinke; W. Jochems; Dominique Sluijsmans
Mind-mapping in the EFL classroom
Carolien Hofland (Student); Lonneke Notermans (Begeleider)
The improvement of social behaviour during Physical Education
Veronique Utens (Student); Liesbeth Jans (Begeleider)
In search of mentor teachers' reflective moments
Frank Crasborn (Docent); Paul Hennissen (Lector); Niels Brouwer