The differential effects of task complexity on domain-specific and peer assessment skills
K. Könings; Dominique Sluijsmans; Marjo van Zundert; J.J.G. van Merriënboer
Teaching domain-specific skills before peer assessment skills is superior to teaching them simultaneously
J.J.G. van Merriënboer; Marjo van Zundert; Dominique Sluijsmans; K. Könings
Effective peer assessment processes: : Research findings and future directions
J.J.G. van Merriënboer; Dominique Sluijsmans; Marjo van Zundert
Toward a synthesis between cognitive load theory and self-directed learning
Dominique Sluijsmans; J.J.G. van Merriënboer