Validity of the learning portfolio: analysis of a portfolio proposal for the university Eva Gregori-GiraltJosé Luis Menéndez-Varela OriginalPaper 31 July 2014 Pages: 1 - 17
Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases Khe Foon Hew OriginalPaper 04 September 2014 Pages: 19 - 38
How important are student-selected versus instructor-selected literature resources for students’ learning and motivation in problem-based learning? Lisette WijniaSofie M. M. LoyensHenk G. Schmidt OriginalPaper 28 May 2014 Pages: 39 - 58
Answering questions after initial study guides attention during restudy Kim J. H. DirkxGun-Brit ThomaPaul. A. Kirschner OriginalPaper 09 November 2014 Pages: 59 - 71
When feedback is cognitively-demanding: the importance of working memory capacity Emily R. FyfeMarci S. DeCaroBethany Rittle-Johnson OriginalPaper 15 May 2014 Pages: 73 - 91
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings Annett SchmeckMaria OpfermannDetlev Leutner OriginalPaper 21 August 2014 Pages: 93 - 114
The effects of 3D-representation instruction on composite-solid surface-area learning for elementary school students Yao-Ting SungPao-Chen ShihKuo-En Chang OriginalPaper 19 September 2014 Pages: 115 - 145
Do students attend to representational illustrations of non-standard mathematical word problems, and, if so, how helpful are they? Tinne DewolfWim Van DoorenLieven Verschaffel OriginalPaper 01 October 2014 Pages: 147 - 171