Effectiveness of explicit and implicit instructional guidance to learn and use the CVS

Adrianus W. Lazonder, A. Egberink

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademic

Original languageEnglish
Title of host publicationResponsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction
Place of PublicationMunich
PublisherEuropean Association for Research on Learning and Instruction
Pages-
Publication statusPublished - 27 Aug 2013
Event15th Biennial EARLI Conference for Research on Learning and Instruction 2013: "Responsible Teaching and Sustainable Learning" - Munich, Germany
Duration: 27 Aug 201331 Aug 2013
Conference number: 15
https://www.earli.org/ (European Association for Research on Learning and Instruction (EARLI))

Publication series

Name
PublisherEuropean Association for Research on Learning and Instruction

Conference

Conference15th Biennial EARLI Conference for Research on Learning and Instruction 2013
Abbreviated titleEARLI
CountryGermany
CityMunich
Period27/08/1331/08/13
Internet address

Keywords

  • IR-88517
  • METIS-300396

Cite this

Lazonder, A. W., & Egberink, A. (2013). Effectiveness of explicit and implicit instructional guidance to learn and use the CVS. In Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction (pp. -). Munich: European Association for Research on Learning and Instruction.
Lazonder, Adrianus W. ; Egberink, A. / Effectiveness of explicit and implicit instructional guidance to learn and use the CVS. Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction. Munich : European Association for Research on Learning and Instruction, 2013. pp. -
@inproceedings{6048ef1a458e4b42929d851576a5f992,
title = "Effectiveness of explicit and implicit instructional guidance to learn and use the CVS",
keywords = "IR-88517, METIS-300396",
author = "Lazonder, {Adrianus W.} and A. Egberink",
year = "2013",
month = "8",
day = "27",
language = "English",
publisher = "European Association for Research on Learning and Instruction",
pages = "--",
booktitle = "Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction",

}

Lazonder, AW & Egberink, A 2013, Effectiveness of explicit and implicit instructional guidance to learn and use the CVS. in Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction. European Association for Research on Learning and Instruction, Munich, pp. -, 15th Biennial EARLI Conference for Research on Learning and Instruction 2013, Munich, Germany, 27/08/13.

Effectiveness of explicit and implicit instructional guidance to learn and use the CVS. / Lazonder, Adrianus W.; Egberink, A.

Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction. Munich : European Association for Research on Learning and Instruction, 2013. p. -.

Research output: Chapter in Book/Report/Conference proceedingConference contributionAcademic

TY - GEN

T1 - Effectiveness of explicit and implicit instructional guidance to learn and use the CVS

AU - Lazonder, Adrianus W.

AU - Egberink, A.

PY - 2013/8/27

Y1 - 2013/8/27

KW - IR-88517

KW - METIS-300396

M3 - Conference contribution

SP - -

BT - Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction

PB - European Association for Research on Learning and Instruction

CY - Munich

ER -

Lazonder AW, Egberink A. Effectiveness of explicit and implicit instructional guidance to learn and use the CVS. In Responsible teaching and sustainable learning : EARLI conference 2013; 15th Biennial EARLI conference for research on learning and instruction. Munich: European Association for Research on Learning and Instruction. 2013. p. -