Paul A. Kirschner
Paul A. Kirschner
Emeritus Professor (Educational Psychology), Open University of the Netherlands
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Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching
PA Kirschner, J Sweller, RE Clark
Educational psychologist 41 (2), 75-86, 2006
Facebookģ and academic performance
PA Kirschner, AC Karpinski
Computers in human behavior 26 (6), 1237-1245, 2010
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research
K Kreijns, PA Kirschner, W Jochems
Computers in human behavior 19 (3), 335-353, 2003
Ten steps to complex learning: A systematic approach to four-component instructional design
JJG Van MerriŽnboer, PA Kirschner
Routledge, 2017
Taking the load off a learner's mind: Instructional design for complex learning
JJG Van MerriŽnboer, PA Kirschner, L Kester
Educational psychologist 38 (1), 5-13, 2003
Cognitive load theory: Implications of cognitive load theory on the design of learning
PA Kirschner
Learning and instruction 12 (1), 1-10, 2002
Social and cognitive factors driving teamwork in collaborative learning environments: Team learning beliefs and behaviors
P Van den Bossche, WH Gijselaers, M Segers, PA Kirschner
Small group research 37 (5), 490-521, 2006
A five-dimensional framework for authentic assessment
JTM Gulikers, TJ Bastiaens, PA Kirschner
Educational technology research and development 52 (3), 67, 2004
Visualizing argumentation: Software tools for collaborative and educational sense-making
PA Kirschner, SJ Buckingham-Shum, CS Carr
Springer Science & Business Media, 2012
Do learners really know best? Urban legends in education
PA Kirschner, JJG van MerriŽnboer
Educational psychologist 48 (3), 169-183, 2013
The sociability of computer-supported collaborative learning environments
K Kreijns, PA Kirschner, W Jochems
Educational technology & society 5 (1), 8-22, 2002
Designing electronic collaborative learning environments
P Kirschner, JW Strijbos, K Kreijns, PJ Beers
Educational technology research and development 52 (3), 47, 2004
A cognitive load approach to collaborative learning: United brains for complex tasks
F Kirschner, F Paas, PA Kirschner
Educational psychology review 21 (1), 31-42, 2009
Why minimally guided teaching techniques do not work: A reply to commentaries
J Sweller, PA Kirschner, RE Clark
Educational psychologist 42 (2), 115-121, 2007
The myths of the digital native and the multitasker
PA Kirschner, P De Bruyckere
Teaching and Teacher Education 67, 135-142, 2017
Evaluating assessment quality in competence-based education: A qualitative comparison of two frameworks
LKJ Baartman, TJ Bastiaens, PA Kirschner, CPM Van der Vleuten
Educational research review 2 (2), 114-129, 2007
An exploration of social networking site use, multitasking, and academic performance among United States and European university students
AC Karpinski, PA Kirschner, I Ozer, JA Mellott, P Ochwo
Computers in Human Behavior 29 (3), 1182-1192, 2013
Team learning: building shared mental models
P Van den Bossche, W Gijselaers, M Segers, G Woltjer, P Kirschner
Instructional Science 39 (3), 283-301, 2011
Individual and group-based learning from complex cognitive tasks: Effects on retention and transfer efficiency
F Kirschner, F Paas, PA Kirschner
Computers in Human Behavior 25 (2), 306-314, 2009
Measuring perceived sociability of computer-supported collaborative learning environments
K Kreijns, PA Kirschner, W Jochems, H Van Buuren
Computers & Education 49 (2), 176-192, 2007
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