Dr D.T. Tempelaar
My research interests focus on modeling student learning, and students’ achievements in learning, from an individual difference perspective. This includes:
- Dispositional learning analytics: ‘big data’ approaches to learning processes, with the aim to find predictive models for generating learning feedback, based on computer generated trace data, and learning dispositions.
- Empirical research in social cognitive learning theories: achievement motivation, implicit theories, epistemic and achievement learning emotions, and self-regulated learning.
- Research into students’ self-regulated learning preferences in technology enhanced (blended) learning environments, such as revealed preferences for using worked examples, tutored or untutored problem solving.
- Cultural diversity in education; participating in the MUSBE multidisciplinary research theme "Culture, Ethics and Leadership", CEL.
- Role of formative assessment in learning processes.
Research in the role and effectiveness of developmental education.
Most recent publications:
Tempelaar, D., Rienties, B., & Nguyen, Q. (2019). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In H. Lane, S. Zvacek, & J. Uhomoibhi (Eds.), Proceedings of the 11th International Conference on Computer Supported Education (CSEDU 2019) (Vol. 2, pp. 38-47). (Proceedings of the International Conference on Computer Supported Education, CSEDU). Lisbon, Portugal: SCITEPRESS.
Tempelaar, D., Nguyen, Q., & Rienties, B. (2020). Learning Feedback Based on Dispositional Learning Analytics. In M. Virvou, E. Alepis, G. A. Tsihrintzis, & L. C. Jain (Eds.), Machine Learning Paradigms, Advances in Learning Analytics (Vol. 158, pp. 69-89). (Intelligent Systems Reference Library; Vol. 158). Cham, Switzerland: Springer.
Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). A multi-modal study into students’ timing and learning regulation: time is ticking. Interactive Technology and Smart Education, 15(4), 298-313. . https://doi.org/10.1108/ITSE-02-2018-0015
Mittelmeier, J., Rienties, B., Tempelaar, D., Hillaire, G., & Whitelock, D. (2018). The influence of internationalised versus local content on online intercultural collaboration in groups: A randomised control trial study in a statistics course. Computers & Education, 118(1), 82-95. https://doi.org/10.1016/j.compedu.2017.11.003
Mittelmeier, J., Rienties, B., Tempelaar, D., & Whitelock, D. (2018). Overcoming cross-cultural group work tensions: mixed student perspectives on the role of social relationships. Higher Education, 75(1), 149-166. https://doi.org/10.1007/s10734-017-0131-3
Tempelaar, D., Rienties, B., Mittelmeier, J., & Nguyen, Q. (2018). Student profiling in a dispositional learning analytics application using formative assessment. Computers in Human Behavior, 78, 408-420. https://doi.org/10.1016/j.chb.2017.08.010
Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). Analysing the Use of Worked Examples and Tutored and Untutored Problem-Solving in a Dispositional Learning Analytics Context. In Proceedings of the 10th International Conference on Computer Supported Education (CSEDU 2018) (Vol. 1, pp. 294-301). SCITEPRESS. https://doi.org/10.5220/0006760202940301
Tempelaar, D., Rienties, B., & Nguyen, Q. (2018). Investigating learning strategies in a dispositional learning analytics context: the case of worked examples. In Proceedings of the International Conference on Learning Analytics and Knowledge (pp. 201-205). ACM. https://doi.org/10.1145/3170358.3170385
Rienties, B., & Tempelaar, D. (2018). Turning Groups Inside Out: A Social Network Perspective. Journal of the Learning Sciences, 27(4), 550-579. https://doi.org/10.1080/10508406.2017.1398652
Tempelaar, D. (2017). How Dispositional Learning Analytics helps understanding the worked-example principle. In D. G. Sampson, J. M. Spector, D. Ifenthaler, & P. Isaías (Eds.), Proceedings 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017) (pp. 117-124). IADIS Press.