Deep and surface learning in problem-based learning: a review of the literature von Dolmans, Diana H. J. M., Loyens, Sofie M. M., Marcq, Hélène, Gijbels, David

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Learning from video modeling examples: does gender matter? von Hoogerheide, Vincent, Loyens, Sofie M. M., van Gog, Tamara

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Self-Directed Learning in Problem-Based Learning and its Relationships with Self-Regulated Learning von Loyens, Sofie M. M., Magda, Joshua, Rikers, Remy M. J. P.

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Relationship quality in higher education and the interplay with student engagement and loyalty von Snijders, Ingrid, Wijnia, Lisette, Kuiper, Rebecca M., Rikers, Remy M. J. P., Loyens, Sofie M. M.

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Alumni loyalty drivers in higher education von Snijders, Ingrid, Wijnia, Lisette, Rikers, Remy M. J. P., Loyens, Sofie M. M.

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Building relationships in higher education to support students' motivation von Leenknecht, Martijn J. M., Snijders, Ingrid, Wijnia, Lisette, Rikers, Remy M. J. P., Loyens, Sofie M. M.

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Investigating effects of problem-based versus lecture-based learning environments on student motivation von Wijnia, Lisette, Loyens, Sofie M.M., Derous, Eva

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How important are student-selected versus instructor-selected literature resources for students' learning and motivation in problem-based learning? von Wijnia, Lisette, Loyens, Sofie M. M., Derous, Eva, Schmidt, Henk G.

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Problem-Based Learning is Compatible with Human Cognitive Architecture: Commentary on Kirschner, Sweller, and Clark (2006) von SCHMIDT, HENK G., LOYENS, SOFIE M. M., VAN GOG, TAMARA, PAAS, FRED

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Do Students' Topic Interest and Tutors' Instructional Style Matter in Problem-Based Learning? von Wijnia, Lisette, Loyens, Sofie M. M., Derous, Eva, Schmidt, Henk G.

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Situating Higher-Order, Critical, and Critical-Analytic Thinking in Problem- and Project-Based Learning Environments: A Systematic Review von Loyens, Sofie M. M., van Meerten, Julianne E., Schaap, Lydia, Wijnia, Lisette

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Does Level of Education Influence the Development of Adolescents’ Mindsets? von Glerum, Jaap, Dimeska, Angela, Loyens, Sofie M. M., Rikers, Remy M. J. P.

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The role of educational context in beliefs about knowledge, information, and truth: an exploratory study von List, Alexandra, Peterson, Emily Grossnickle, Alexander, Patricia A., Loyens, Sofie M. M.

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Is problem-based learning associated with students’ motivation? A quantitative and qualitative study von Wijnen, Marit, Loyens, Sofie M. M., Wijnia, Lisette, Smeets, Guus, Kroeze, Maarten J., Van der Molen, Henk T.

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Correction to: The role of educational context in beliefs about knowledge, information, and truth: an exploratory study von List, Alexandra, Peterson, Emily Grossnickle, Alexander, Patricia A., Loyens, Sofie M. M.

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The Effects of Problem-Based, Project-Based, and Case-Based Learning on Students’ Motivation: a Meta-Analysis von Wijnia, Lisette, Noordzij, Gera, Arends, Lidia R., Rikers, Remigius M. J. P., Loyens, Sofie M. M.

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Relationships between students' conceptions of constructivist learning and their regulation and processing strategies von Loyens, Sofie M. M., Rikers, Remy M. J. P., Schmidt, Henk G.

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Gaining from explaining: Learning improves from explaining to fictitious others on video, not from writing to them von Hoogerheide, Vincent, Deijkers, Lian, Loyens, Sofie M.M., Heijltjes, Anita, van Gog, Tamara

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What is in a student-faculty relationship? A template analysis of students’ positive and negative critical incidents with faculty and staff in higher education von Snijders, Ingrid, Wijnia, Lisette, Dekker, Hans J. J., Rikers, Remy M. J. P., Loyens, Sofie M. M.

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Understanding the effects of constructivist learning environments: introducing a multi-directional approach von Loyens, Sofie M. M., Gijbels, David

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