1231. Whole Brain® learning in higher education : evidence-based practice /: evidence-based practice. (2013) Authors: De Boer, Ann-Louise; Du Toit, P. H (Pieter Hertzog), 1957-; Scheepers, M. Detken; Bothma, T. J. D (Theodorus Jan Daniël) Record Type: Book Extent: 1 online resource (xxviii, 301 pages), illustrations (black and white) View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1232. Why do experts disagree? The role of conflict topics and epistemic perspectives in conflict explanations. (December 2017) Authors: Thomm, Eva; Barzilai, Sarit; Bromme, Rainer Journal: Learning and instruction Issue: Volume 52(2017:Dec.) Page Start: 15 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1233. Why do learners who draw perform well? Investigating the role of visualization, generation and externalization in learner-generated drawing. (April 2019) Authors: Schmidgall, Steffen P.; Eitel, Alexander; Scheiter, Katharina Journal: Learning and instruction Issue: Volume 60(2019) Page Start: 138 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1234. Why do students exhibit different attention-related behavior during instruction? Investigating effects of individual and context-dependent determinants. (February 2023) Authors: Goldberg, Patricia; Wagner, Wolfgang; Seidel, Tina; Stürmer, Kathleen Journal: Learning and instruction Issue: Volume 83(2023) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1235. Why leave the classroom? How field trips to the church affect cognitive learning outcomes. (February 2016) Authors: Riegel, Ulrich; Kindermann, Katharina Journal: Learning and instruction Issue: Volume 41(2016:Feb.) Page Start: 106 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1236. Why STEM? Why now? Educating for technologies, or technologies for education?. (3rd July 2018) Authors: Tan, Michael Journal: Learning Issue: Volume 4:Number 2(2018) Page Start: 203 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1237. Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. (June 2016) Authors: Jang, Hyungshim; Kim, Eun Joo; Reeve, Johnmarshall Journal: Learning and instruction Issue: Volume 43(2016:Jun.) Page Start: 27 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1238. Why students become more engaged or more disengaged during the semester: A self-determination theory dual-process model. (June 2016) Authors: Jang, Hyungshim; Kim, Eun Joo; Reeve, Johnmarshall Journal: Learning and instruction Issue: Volume 43(2016:Jun.) Page Start: 27 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1239. Will the future BE POSITIVE? Early life experience as a signal to the developing brain pre school entry. (3rd July 2019) Authors: Rifkin-Graboi, Anne; Khng, Kiat Hui; Cheung, Pierina; Tsotsi, Stella; Sun, He; Kwok, Fuyu; Yu, Yue; Xie, Huichao; Yang, Yang; Chen, Mo; Ng, Chee Chin; Hu, Pei Lin; Tan, Ngiap Chuan Journal: Learning Issue: Volume 5:Number 2(2019) Page Start: 99 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
1240. Wisdom can be taught: A proof-of-concept study for fostering wisdom in the classroom. (December 2018) Authors: Bruya, Brian; Ardelt, Monika Journal: Learning and instruction Issue: Volume 58(2018) Page Start: 106 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗