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 Kirschner, P. A. (1978). The effect of adjunct question position, type, and the presence or absence of feedback on learning from a videotaped lesson. The Aspects of Educational Technology XII, London: Kogan Page.

Jonasson, D. K. & Kirschner, P.A. (1982). Explicit techniques for structuring text. In D. K.. Jonasson (Ed.), The technology of text: Principles for structuring, designing, and displaying text. New Jersey: Educational Technology Publications.

Kirschner, P. A. & Meester, M. A. M. (1988). The laboratory in higher science education: Problems, premises and objectives. Higher Education, 17(1), 31-98.

Kirschner, P. A. & Meester, M. A. M. (1991). Practical objectives at the Open University of the Netherlands. Journal of Distance Education, 6(1), 5-27.

Kirschner, P. A., Van den Brink, H. & Meester, M. A. M. (1991). Audiotape feedback for essays in distance education. Innovative Higher Education, 15, 185-195.

Kirschner, P. A. (1991). Practicals in higher science education. PhD Thesis. Utrecht, NL: Lemma.

Kirschner, P. A. (1992). Epistemology, practical work and academic skills in science education. Science and Education, 1, 273-299.

Kirschner, P. A., Meester, M. A. M. Hermans, H. & Middelbeek, E. (1993). Agreement between student expectations, experiences and actual objectives of practicals in the natural sciences at the Open University of the Netherlands. International Journal of Science Education, 15, 175-197.

Kirschner, P. A. & Valcke, M. A. (1993). From supply driven to demand driven education: New conceptions and the role of information technology therein. Computers in Human Services, 6(4), 31-53.

Kirschner, P. A., & Meester, M. A. M. (1993). Learning objectives for science practicals at traditional and distance universities. Distance Education, 14(2), 260-282.

Meester, M. A. M. & Kirschner, P. A. (1995). Using and developing media. International Newsletter on Chemical Education, 41, 7-10.

Kirschner, P. A., & Meester, M. A. M. (1995). Practical work at the Open University of the Netherlands. Journal of Science Education and Technology, 4(2), 127-140.

Cilliers, J., Kirschner, P. A,. & Basson, I. (1996). Psychometric testing as a predictor of student performance in first year physics practicals. Journal of Science Education and Technology, 5(1), 47-57.

Kirschner, P. A., Valcke, M., & Hermans, H. (1996). From course to study environment: The integration of the workplace in education with a business game learning environment (BuGLE). Through the looking glass: Reflections on the future of work and learning. CAUCE: New Brunswick, 159-182.

Kirschner, P. A. (1996). A vision of higher education: An educational technology approach. In J.H. Coetzee & T.G. Smith (Eds.) Proceedings International Conference on Education and Change, Pretoria: University of South Africa, 1996.

Kirschner, P. A. (1996). Design, development and delivery of distance study materials: An industrial approach to distance education. In J.H. Coetzee & T.G. Smith (Eds.) Proceedings International Conference on Education and Change, Pretoria: University of South Africa, 1996.

Cilliers, J. A., Kirschner, P. A., & Basson, I. (1996). Physics education and change at UNISA. In J.H. Coetzee & T.G. Smith (Eds.) Proceedings International Conference on Education and Change, Pretoria: University of South Africa, 1996.

Kirschner, P. A., Wolf, H. C. de, Hermans, H., & Valcke, M. A. (1996). Netherlands: Networks and materials. In Adult learning and technology in OECD countries. OECD: Paris, 1996.

Kirschner, P. A., Vilsteren, P. van, Hummel, H., & Wigman, M. (1997). The design of a study environment for acquiring academic and professional competence, Studies in Higher Education, 22, 151-171.

Kirschner, P. A., Valcke, M., & Vilsteren, P. van (1997). Business game learning environment: Design and development of a competency-based distance education business curriculum at the Open University of the Netherlands. Distance Education, 18, 153-177.

Kirschner, P. A., Valcke, M., & Storm, P. (1997). Placing the student at the centre: Higher distance education facing the challenges of the 21st century. In M. Wassenberg & H. Philipsen (Eds.) Placing the student at the centre: Current implications of student-centred education, Maastricht University: Maastricht.

Westerterp-Plantenga, M. S., Valcke, M. A. M., Kirschner, P. A., Algers, A., Alden, K. I., & Leach, C. K. (1997). Developments in educational technology for professionals and the public applied to nutrition education. In: Proceedings of the International Congress on Nutrition, Montreal, 770-776.

Kirschner, P. A., & Huisman, W. (1998). Dry laboratories in science education: Computer-based practical work. International Journal of Science Education, 20, 665-682.

Westerterp-Plantenga, M. S., & Kirschner, P. A. (1998). Information and communication technology in nutrition and dietetic education. British Journal of Nutrition, 79, 1-2.

Kirschner, P. A., Valcke, M., & Sluijsmans, D. M. A. (1999). Design and development of distance learning materials: From an industrial second generation approach towards realising third generation distance education. In J. van den Akker R. M. Tromp, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp.81-94). Dordrecht, NL: Kluwer Academic Publishers.

Valcke, M., Kirschner, P. A., & Bos, E. (1999). Enabling technologies to design, produce and exploit flexible electronic learning materials. In J. van den Akker, R. M. Tromp, K. Gustafson, N. Nieveen, & T. Plomp (Eds.), Design approaches and tools in education and training (pp.249-264).Dordrecht, NL: Kluwer Academic Publishers.

Kirschner, P. A. (2000). The inevitable duality of education: Cooperative higher education. Inaugural address, Universiteit Maastricht.

Kirschner, P. A. (2000). Using integrated electronic learning environments for collaborative teaching/learning. Research Dialogue in Learning and Instruction, 2(1), 1-10.

Nadolski, R. J., Kirschner, P. A., Merriënboer, J. J. G. van, & Hummel, H. G. K. (2001). A model for optimizing step size of learning tasks in competency-based multimedia practicals. Educational Technology Research and Development, 49(3), 87-103.

Merriënboer, J. J. G. van, & Kirschner, P. A. (2001). Three worlds of instructional design: State of the art and future directions. Instructional Science, 29, 429-441.

Kirschner, P. A. (Ed.) (2001). Special issue on Web enhanced higher education. Computers in Human Behavior, 17(4)

Kirschner, P. A., & Paas, F. (2001). Web enhanced higher education: A tower of Babel. Computers in Human Behavior, 17, 347-354.

Kester, L., Kirschner, P. A., Merriënboer, J. J. G. van, & Baumer, A. (2001) Just-in-time information presentation and the acquisition of complex cognitive skills. Computers in Human Behavior, 17, 373-392.

Plugge, L, Kirschner, P. A., & Beckers, J. (2001). Creating a collaborative working and learning environment. Life Long Learning in Europe, 6, 214-221.

Kirschner, P.A., Jochems, W., & Schlusmans, K. (2002). Open University, the Netherlands. In V. Venogopal Redy & S. Manjulika (Eds.). Towards visualization: Open and distance learning. New Delhi: Kogan Page.

Van Bruggen, J., Kirschner, P. A., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction,12, 121–138

Kreijns, K., Kirschner, P. A., & Jochems, W. (2002). Sociability in computer-supported collaborative learning environments. Educational Technology and Society, 5, 8-22.

Kirschner, P. A. (Ed.) (2002). Special issue on cognitive load theory. Learning and Instruction, 12(1).

Kirschner, P. A. (2002). Cognitive load theory: Implications of cognitive load theory on the design of learning. Learning and Instruction, 12(1), 1-10.

Bruggen, J. M. van, Kirschner, P., & Jochems, W. (2002). External representation of argumentation in CSCL and the management of cognitive load. Learning and Instruction, 12(1), 121-138.

Kirschner, P. A., Carr, C. S., Merriënboer, J. van, & Sloep, P. (2002). How expert designers design. Performance Improvement Quarterly, 15(4), 86-104.

Kirschner, P. (2002). Can we support CSCL? Educational, social and technological affordances for learning. In P. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL. Inaugural address, Open University of the Netherlands.

Kirschner, P. A., & Selinger, M. (2003). The state of affairs of teacher education with respect to ICT. Technology, Pedagogy and Education, 12, 5-17.

Kirschner, P. A., & Davis, N. (2003). Pedagogic benchmarks for ICT teacher education. Technology, Pedagogy and Education, 12, 127-149.

Kirschner, P. A., & Wopereis, I. G. J. H. (2003). Mindtools for teacher communities: A European perspective. Technology, Pedagogy and Education, 12, 107-126.

Dool, P. van den, & Kirschner, P. A. (2003). Integrating the educative functions of ICT in ‘the teachers and learners toolboxes’: A reflection on pedagogical benchmarks for ICT in teacher education. Technology, Pedagogy and Education, 12, 163-173.

Kirschner, P. A., Buckingham Shum, S. J., & Carr, C. S. (2003). Visualizing Argumentation: Software Tools for Collaborative and Educational Sense-Making. London: Springer Verlag.

Bruggen, J. M. van, Boshuizen, H. P. A., & Kirschner, P. A. (2003). A framework for cooperative problem solving with argument. In P. A. Kirschner, S. J. Buckingham Shum, & C. S. Carr (Eds.), Visualizing Argumentation: Software Tools for and Educational Sense-Making (pp. 25-47). London: Springer-Verlag.

Bruggen, J. M. van & Kirschner, P. A.. (2003). Designing external to support solving wicked problems. In J. Andriessen,. Baker, and D. Suthers (Eds.) Cognitions: Arguing to learn (pp. 177-203). Dordrecht: Kluwer Academic Press.

Kirschner, P. A., Bruggen, J., & Duffy, T. (2003). Validating a representational notation for collaborative problem solving. In B. Wasson, S. Ludvigsen, & U. Hoppe. (Eds.). Designing for change in networked learning environment (pp. 163-172). Dordrecht: Kluwer Academic Publishers.

Kirschner, P. A., Kreijns, K., & Jochems, W. (2003). Measuring the perceived quality of social space in distributed learning groups. In B. Wasson, S. Ludvigsen, & U. Hoppe. (Eds.). Designing for change in networked learning environment (pp. 323-332). Dordrecht: Kluwer Academic Publishers

Kester, L., Kirschner, P.A., & Merriënboer, J. J. G. van (2004). Information presentation and troubleshooting in electrical circuits. International Journal of Science Education, 26(2/6), 239-256.

Merriënboer, J. J. G. van, Kirschner, P. A., & Kester, L. (2003). Taking the load off the learner’s mind: Instructional design for complex learning. Educational Psychologist, 38(1). 5-13.

Beers, P. J., Asselt, M. B. A. van, Vermunt, J. D., & Kirschner, P. A. (2003). Policy makers, information and learning: A phenomenographical study. The Journal of Workplace Learning, 15(2), 70-79.

Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A Review of the Research. Computers in Human Behavior, 19, 335-355.

Kirschner, P. A., Strijbos, J. W., & Kreijns, K. (2003). Designing integrated collaborative e-learning. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated e-learning: Implications for pedagogy, technology & organization. London: Taylor & Francis Books Ltd.

Boshuizen, H. P. A. & Kirschner, P. A. (2003). Coaching and training in integrated electronic learning environments. In W. Jochems, J. van Merriënboer, & R. Koper (Eds.), Integrated e-learning: Implications for pedagogy, technology & organization. London: Taylor & Francis Books Ltd.

Bruggen, J. M. van, & Kirschner, P. A. (2004). External representations of argumentation. International Journal of Continuing Engineering Education and Lifelong Learning, 14, 121-141.

Strijbos, J-W, Kirschner, P. A., & Martens, R. L. (Eds.) (2004). What we know about CSCL in higher education. In P. Dillenbourg (Series Ed.), Computer-supported collaborative learning: Vol 3. Boston, MA: Kluwer.

Kirschner, P. A., Martens, R. L., & Strijbos, J. W. (2004). CSCL in higher education? A framework for designing multiple collaborative environments. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp. 3-30). Boston, MA: Kluwer Academic Publishers.

Kirschner, P. A., & Kreijns, K. (2004). Designing sociable CSCL environments: Applying interaction design principles. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp. 241-263). Boston, MA: Kluwer Academic Publishers.

Strijbos, J-W, Kirschner, P. A., & Martens, R. L. (2004). What we know, don’t know and need to know about CSCL. In P. Dillenbourg (Series Ed.) & J. W. Strijbos, P. A. Kirschner & R. L. Martens (Vol. Eds.), Computer-supported collaborative learning: Vol 3. What we know about CSCL ... and implementing it in higher education (pp. 245-260). Boston, MA: Kluwer Academic Publishers.

Kester, L., Kirschner, P. A., Merriënboer, J. J. G. van (2004). Timing of information presentation in learning statistics. Instructional Science, 32, 233-252.

Stoyanov, S. & Kirschner, P. A. (2004). Expert’s concept mapping method for defining the characteristics of adaptive e-learning: ALFANET project case. Educational Technology Research and Development, 52(2), 41-56.

Kirschner, P. A. & van Bruggen. (2004). Learning and understanding in virtual teams. Cyberpsychology and Behavior, 7, 135-140.

Kreijns, K. & Kirschner, P. A., (2004). Determining sociability, social space and social presence in (a)synchronous collaborating teams. Cyberpsychology and Behavior, 7, 155-172.

Kirschner, P. A. (2004). Design, development and implementation of integrated electronic learning environments for collaborative learning. Educational Technology Research and Development, 52(3), 39-46.

Kirschner, P.A., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments Educational Technology Research and Development, 52(3), 47-66.

Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2004). A five-dimensional model for authentic assessment. Educational Technology Research and Development, 52(3), 67-86.

Kreijns, K., Kirschner, P. A., Jochems, W., & Buuren, H. van (2004). Measuring perceived quality of social space in distributed learning groups. Computers in Human Behavior, 20, 607-632.

Elen, J., Gerjets, P., Joiner, R., & Kirschner, P. A. (Eds.) (2004). Instructional design for effective and enjoyable computer-supported learning. Tübingen, Germany: Knowledge Media Research Center.

Kirschner, P. A. (2005). Special Issue: Learning in innovative learning environments. Computers in Human Behavior, 21(4).

Kirschner, P. A. (2005). Learning in innovative learning environments. Computers in Human Behavior, 21, 547-554.

Kester, L., Kirschner, P. A., Merriënboer, J. J. G. van (2005). The management of cognitive load during complex cognitive skill acquisition by means of computer simulated problem solving. British Journal of Educational Psychology, 75(1), 71-86.

De Westelinck, K., Valcke, M., de Craene, B, & Kirschner, P. A. (2005). Multimedia learning in social sciences: Limitations of external graphical representations. Computers in Human Behavior, 21, 555-574.

Beers, P. J., Boshuizen, H. P. A., Kirschner, P. A., & Gijselaers, W. H. (2005). Computer support for knowledge construction in collaborative learning environments. Computers in Human Behavior, 21, 623-644.

Kirschner, P. A., & Kreijns, K. (2005). The sociability of computer-mediated collaborative learning environments: Pitfalls of social interaction and how to avoid them. In R. Bromme, F. Hesse, & H. Spada (Eds.). Barriers and biases in computer-mediated knowledge communication - and how they may be overcome (pp. 169-192). Dordrecht, NL: Kluwer.

Nadolski, R. J., Kirschner, P. A., Merriënboer, J. J. G. van, & Wöretshofer, J. (2005). Development of an instrument for measuring the complexity of learning tasks. Educational Research and Evaluation, 11, 1-27.

Nadolski, R. J., Kirschner, P. A., & Merriënboer, J. J. G. van (2005). Optimising the number of steps in learning tasks for complex skills. British Journal of Educational Psychology, 75, 223-237

Prins, F. J., Sluijsmans, D. M. A., Kirschner, P. A., & Strijbos, J. W. (2005). Formative peer assessment in a CSCL Environment: A case study. Assessment & Evaluation in Higher Education. 30, 417-444.

Wopereis, I. G. J. H., Kirschner, P. A., Paas, F., Stoyanov, S., & Hendriks, M. (2005). Failure and success factors of educational ICT projects: A group concept mapping approach. British Journal of Educational Technology, 36, 681-684.

Kester, L., Kirschner, P.A., & Corbalán-Pérez, G. (2005). Learner control over information presentation in powerful learning environments used in physics education. In L. Verschaffel, E. De Corte, G. Kanselaar, & M. Valcke (Eds.), Powerful environments for promoting deep conceptual and strategic learning (pp. 199-212). Leuven, Belgium: Leuven University Press.

Kirschner, P. A. (2005). Special issue: Technology-based collaborative learning: A European perspective. Educational Technology, 45(5).

Kirschner, P. A. (2005). Technology-based collaborative learning: A European perspective. Educational Technology, 45(5), 5-7.

Kirschner, P. A., Jochems, W. M. G., & Kreijns, K. (2005). Is technology-based collaborative learning antisocial? or, What are we doing to make it so! Educational Technology, 45(5), 8-12.

Kirschner, P. A., Kreijns, K., Beers, P. J. & Strijbos, J-W. (2005). Designing electronic tools for collaborative learning environments. Educational Technology, 45(5), 48-52.

Raemdonck, I, Thijssen, J., & Kirschner, P. A. (2005) Lifelong learning and employability: Special issue on the low countries. Lifelong Learning in Europe, 10(2).

Kirschner, P. A., & Thijssen, J. (2005). Competency development and employability. Lifelong Learning in Europe, 10(2), 70-75.

Kirschner, P. A. & Gerjets, P. (2006). Special issue: Instructional design for effective and enjoyable computer-supported learning. Computers in Human Behavior, 22(1).

Kirschner, P. A. & Gerjets, P. (2006). Instructional design for effective and enjoyable computer-supported learning. Computers in Human Behavior, 22(1), 1-8.

Kester, L., Lehnen, C., van Gerven, P. W. M., & Kirschner, P. A. (2006). Just-in-time, schematic supportive information presentation during cognitive skill acquisition. Computers in Human Behavior, 22, 93-112.

Kirschner, P. A., & Selinger, M. (2005). Benchmarks for teacher education with respect to ICT. In C. Vrasidas & G. V. Glass (Eds.), Current Perspectives in Applied Information Technologies: Preparing teachers to teach with technology (pp. 169-190). Greenwich, CT: Information Age Publishing, Inc.

Kester, L., Kirschner, P. A., Merriënboer, J. J. G. van (2006). Just-in-time information presentation: Improving learning in a troubleshooting skill. Contemporary Educational Psychology, 31, 167-185.

Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 46(2), 75-86.

Kirschner, P. A. (2006). (Inter)dependent learning: Learning is interaction. Inaugural address. Utrecht University.

Baartman, L. K. J., Bastiaens, T. J., Kirschner, P. A., & Van der Vleuten, C. P. M. (2006). The wheel of competency assessment. Presenting quality criteria for competency assessment programmes. Studies in Educational Evaluation, 32, 153-170.

Prins, F. J., Sluijsmans, D. M. A., & Kirschner, P. A. (2006). Feedback for general practitioners in training: quality, styles, and preferences. Advances in Health Sciences Education, 11, 289-303.

Baartman, L. K. J., Bastiaens, T. J., Kirschner, P.A., & Van der Vleuten, C. P. M. (2006).