Publications in the Institute of Education
The publications of our institute's employees are available in the Estonian Research Information System ETIS and in the database of Google Scholar.
2022
Bardone, Emanuele; Eradze, Maka (2022). Theorising Transformative Educational Technology as a Meso-Related Venture. In: Davide Secchi, Rasmus Gahrn-Andersen, and Stephen J. Cowley (Ed.). Organizational Cognition: The Theory of Social Organizing. Routledge [ilmumas].
Edisherashvili, Natalia; Saks, Katrin; Pedaste, Margus; Leijen, Äli (2022). Supporting Self-Regulated Learning in Distance Learning Contexts at Higher Education Level: Systematic Literature Review. Frontiers in Psychology, 12. DOI: 10.3389/fpsyg.2021.792422.
Leijen, Äli; Pedaste, Margus; Baucal, Aleksandar (2022). Assessing student teachers’ agency and using it for predicting commitment to teaching. European Journal of Teacher Education, 1−17. DOI: 10.1080/02619768.2021.1889507.
Malva, Liina; Leijen, Äli; Arcidiacono, Francesco (2022). Identifying teachers’ general pedagogical knowledge: A video stimulated recall study. Educational Studies, 1−26. DOI: 10.1080/03055698.2021.1873738.
Piirman, Marit; Saks, Katrin (2022). Celebrity endorsement. In: Buhalis, Dimitrios (Ed.). Encyclopedia of Tourism Management and Marketing. Edward Elgar Publishing [ilmumas].
Timoštšuk, I.; Uibu, K.; Vanahans, M. (2022). Estonian preschool and primary teachers’ intercultural competence as shaped by experiences with newly arrived migrant students. Intercultural Education, xx (xx) [ilmumas].
Yang, Yeongwook; Hooshyar, Danial; Pedaste, Margus; Wang, Minhong; Huang, Yueh-Min; Lim, Heuiseok (2022). Prediction of students’ procrastination behaviour through their submission behavioural pattern in online learning. Journal of Ambient Intelligence and Humanized Computing, 1−18. DOI: 10.1007/s12652-020-02041-8 [ilmumas].
2021
Adov, Liina; Mäeots, Mario (2021). What Can We Learn about Science Teachers’ Technology Use during the COVID-19 Pandemic? Education Sciences, 11 (6), 255. DOI: 10.3390/educsci11060255.
Chounta, Irene-Angelica; Bardone, Emanuele; Raudsep, Aet; Pedaste, Margus (2021). Exploring teachers’ perceptions of Artificial Intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education. DOI: 10.1007/s40593-021-00243-5.
de Jong, Ton; Gillet, Denis; Rodríguez-Triana, María Jesús; Hovardas, Tasos; Dikke, Diana; Doran, Rosa; Dziabenko, Olga; Koslowsky, Jens; Korventausta, Miikka; Law, Effie; Pedaste, Margus; Tasiopoulou, Evita; Vidal, Gérard; Zacharia, Zacharias C. (2021). Understanding teacher design practices for digital inquiry–based science learning: the case of Go-Lab. Educational Technology Research and Development. DOI: 10.1007/s11423-020-09904-z.
Eradze, Maka; Bardone, Emanuele; Dipace, Anna (2021). Theorising on covid-19 educational emergency: magnifying glasses for the field of educational technology. Learning Media and Technology. DOI: 10.1080/17439884.2021.1961802.
Hooshyar, Danial; Malva, Liina; Yang, Yeongwook; Pedaste, Margus; Wang, Minhong; Lim, Heuiseok (2021). An adaptive educational computer game: Effects on students' knowledge and learning attitude in computational thinking. Computers in Human Behavior, 114, 106575. DOI: 10.1016/j.chb.2020.106575.
Hunt, Pihel; Leijen, Äli; van der Schaaf, Marieke (2021). Automated Feedback Is Nice and Human Presence Makes It Better: Teachers’ Perceptions of Feedback by Means of an E-Portfolio Enhanced with Learning Analytics. Education Sciences, 11 (6, 278), 1−13. DOI: 10.3390/educsci11060278.
Katz, Sandra; Albacete, Patricia; Chounta, Irene-Angelica; Jordan, Pamela; McLaren, Bruce; Zapata-Rivera, Diego (2021). Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics. International Journal of Artificial Intelligence in Education [ilmumas].
Kirss, Laura; Saalik, Ulle; Leijen, Ali; Pedaste, Margus (2021). School Effectiveness in Multilingual Education: A Review of Success Factors. EDUCATION SCIENCES, 11 (5), ARTN 193. DOI: 10.3390/educsci11050193.
Kivirand, Tiina; Leijen, Äli; Lepp, Liina; Tammemäe, Tiiu (2021). Designing and Implementing an In-Service Training Course for School Teams on Inclusive Education: Reflections from Participants. Education Sciences, 11 (4), 166. DOI: 10.3390/educsci11040166.
Koni, Ingrid; Lepp, Liina (2021). Lesson recordings and analysis as part of teacher professional development programmes: what are the student teachers’ opinions? Educational Studies, 1−13. DOI: 10.1080/03055698.2021.1951673 [ilmumas].
Kvieskiene, Giedre; Ivanova, Ilze; Trasberg, Karmen; Stasytyte, Viktorija; Celiešiene, Egle (2021). Modelling of Social Policy and Initiatives under COVID-19: Rural NEET Youth Case Study. Social Sciences, 10 (393), 1−16. DOI: 10.3390/socsci10100393.
Kärbla, Triinu; Uibu, Krista; Männamaa, Mairi (2021). Teaching strategies to improve students’ vocabulary and text comprehension. European Journal of Psychology of Education, 1−21. DOI: 10.1007/s10212-020-00489-y [ilmumas].
Kyttälä, Minna; Sinkkonen, Hanna-Maija; Kõiv, Kristi (2021). Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia. International Journal of School & Educational Psychology, 9 (1), 42−54. DOI: 10.1080/21683603.2019.1640148.
Leibur, Tiiu; Saks, Katrin; Chounta, Angeliki Eirini (2021). Towards Acquiring Teachers’ Professional Qualification Based on Professional Standards: Perceptions, Expectations and Needs on the Application Process. Education Sciences, 11 (8), 1−19. DOI: 10.3390/educsci11080391.
Leijen, Äli; Arcidiacono, Francesco; Baucal, Aleksandar (2021). The Dilemma of Inclusive Education: Inclusion for Some or Inclusion for All. Frontiers in Psychology, 12 (633066), 1−10. DOI: 10.3389/fpsyg.2021.633066.
Leijen, Äli; Pedaste, Margus; Baucal, Aleksandar (2021). Assessing student teachers’ agency and using it for predicting commitment to teaching. European Journal of Teacher Education, 1−17. DOI: 10.1080/02619768.2021.1889507 [ilmumas].
Lepp, L., Aaviku, T., Leijen, Ä., Pedaste, M., Saks, K. (2021). Teaching during COVID-19: The Decisions Made in Teaching. Education Sciences, 11 (2), 47. DOI: 10.3390/educsci11020047.
Malva, Liina; Leijen, Äli; Arcidiacono, Francesco (2021). Identifying teachers’ general pedagogical knowledge: A video stimulated recall study. Educational Studies, 1−26. DOI: 10.1080/03055698.2021.1873738 [ilmumas].
Muntaner‐Mas, Adrià; Ortega, Francisco B; Femia, Pedro; Kiive, Evelyn; Eensoo, Diva; Mäestu, Jarek; Franke, Barbara; Reif, Andreas; Faraone, Stephen V; Harro, Jaanus (2021). Low cardiorespiratory fitness and obesity for ADHD in childhood and adolescence: A 6‐year cohort study. Scandinavian Journal of Medicine and Science in Sports. DOI: 10.1111/sms.13905 [ilmumas].
Otchie, Wilson Ofotsu; Pedaste, Margus; Bardone Emanuele; Chounta Irene-Angelica (2021). Contextualizing social media ecology and its pedagogical affordances: the perspective of high school teachers. The Electronic Journal of e-Learning, 19 (6), 1−30 [ilmumas].
Park, Chanjun; Kim, Kuekyeng; Yang, YeongWook; Kang, Minho; Lim, Heuiseok (2021). Neural spelling correction: translating incorrect sentences to correct sentences for multimedia. Multimedia Tools and Applications. DOI: 10.1007/s11042-020-09148-2 [ilmumas].
Pedaste, Margus; Baucal, Aleksandar; Reisenbuk, Elle (2021). Towards a science inquiry test in primary education: development of items and scales. International Journal of STEM Education, 8 (1). DOI: 10.1186/s40594-021-00278-z.
Pedaste, Margus; Kasemets, Meriliis (2021). Challenges in Organizing Online Conferences. Educational Technology & Society, 24 (1), 92−104.
Roos, Liana; Löfström, Erika; Remmik, Marvi (2021). Individual and Structural Challenges in Doctoral Education: An Ethical Perspective. International Journal of Doctoral Studies, 16, 211−236. DOI: 10.28945/4738.
Roos, Liana; Trasberg, Karmen; Kõiv, Kristi; Säre, Egle (2021). Characteristics of powerful learning environments in VET transition program for at-risk students: qualitative insights from teachers and support specialists implementing the program. Empirical Research in Vocational Education and Training, 13 (1), 1−21. DOI: 10.1186/s40461-021-00123-1.
Saks, Katrin; Ilves, Helen; Noppel, Airi (2021). The Impact of Procedural Knowledge on the Formation of Declarative Knowledge: How Accomplishing Activities Designed for Developing Learning Skills Impacts Teachers’ Knowledge of Learning Skills. Education Sciences, 11, 1−15. DOI: 10.3390/educsci11100598.
Siebers, Peer-Olaf; Herath, Dinuka B.; Bardone, Emanuele; Farahbakhsh, Siavash; Knudsen, Peter. G.; Madsen, Jens K.; Mufti, Mehwish; Neumann, Martin; Richards, Dale; Seri, Raffaello; Secchi, Davide. (2021). On the Quest for Defining Organisational Plasticity: A Community Modelling Experiment. Evidence-based HRM a Global Forum for Empirical Scholarship [ilmumas].
Sikkal, E.; Uibu, K.; Vaas, I.; Krass, T. (2021). Teaching Evidence-Based Subject Didactics in Primary Teacher Education. lnternational Electronic Journal of Elementary Education, 13 (5), 639−649. DOI: 10.26822/iejee.2021.218.
Silm, Gerli; Must, Olev; Taht, Karin; Pedaste, Margus (2021). Does test-taking motivation predict test results in a highstakes testing context? Educational Research and Evaluation, 1−27. DOI: 10.1080/13803611.2021.1949355.
Taimalu, M; Luik, P; Kantelinen, R; Kukkonen, J (2021). WHY THEY CHOOSE A TEACHING CAREER? FACTORS MOTIVATING CAREER CHOICE AMONG ESTONIAN AND FINNISH STUDENT TEACHERS. Trames Journal of the Humanities and Social Sciences, 25 (1), 19−35. DOI: 10.3176/tr.2021.1.02.
Tamm, A., Tulviste, T., Tõnissaar, M. (2021). Values of adolescents and values prevailing in the classroom are related to adolescents’ psychological adjustment. European Journal of Developmental Psychology, 18, 1, 56−74. DOI: 10.1080/17405629.2020.1755250.
Tedersoo, Leho; Küngas, Rainer; Oras, Ester; Köster, Kajar; Eenmaa, Helen; Leijen, Äli; Pedaste, Margus; Raju, Marju; Astapova, Anastasiya; Lukner, Heli; Kogermann, Karin; Sepp, Tuul (2021). Data sharing practices and data availability upon request differ across scientific disciplines. Scientific Data, 8 (192), 1−11. DOI: 10.1038/s41597-021-00981-0.
Timoštšuk, I.; Uibu, K.; Vanahans, M. (2021). Estonian preschool and primary teachers’ intercultural competence as shaped by experiences with newly arrived migrant students. Intercultural Education, xx (xx) [ilmumas].
Trasberg, Karmen (2021). Expectations of Estonian Vocational Teacher Students on Entrepreneurship Education. Journal of Entrepreneurship Education, 24, 4.
Uibu, K.; Salo, A.; Ugaste, A.; Rasku-Puttonen, H. (2021). Observed teaching practices interpreted from the perspective of school-based teacher educators. European Journal of Teacher Education, xx (xx). DOI: 10.1080/02619768.2021.1900110.
Viirpalu, Piret; Krull, Edgar; Mikser, Rain (2021). Teachers´ feelings of curriculum ownership: the Estonian case. Journal of Baltic Studies [ilmumas].
Yang, Yeongwook; Hooshyar, Danial; Pedaste, Margus; Wang, Minhong; Huang, Yueh-Min; Lim, Heuiseok (2021). Prediction of students’ procrastination behaviour through their submission behavioural pattern in online learning. Journal of Ambient Intelligence and Humanized Computing, 1−18. DOI: 10.1007/s12652-020-02041-8 [ilmumas].
Yang, Yeongwook; Jo, Jaechoon; Lim, Heuiseok (2021). Unifying user preference and item knowledge-based similarity models for top-N recommendation. Personal and Ubiquitous Computing. DOI: 10.1007/s00779-019-01252-x [ilmumas].
Yang,Yeongwook; Hooshyar, Danial; Jo, Jaechoon; Lim, Heuiseok (2020). A group preference-based item similarity model: comparison of clustering techniques in ambient and context-aware recommender systems. Journal of Ambient Intelligence and Humanized Computing, 1−9. DOI: 10.1007/s12652-018-1039-1.
Palts, Tauno; Pedaste, Margus (2020). A Model for Developing Computational Thinking Skills. Informatics in Education, 19 (1), 113−128. DOI: 10.15388/infedu.2020.06.
Ji, Hyesung; Hooshyar, Danial; Kim,Kuekyeng; Lim,Heuiseok; (2020). A semantic-based video scene segmentation using a deep neural network. Journal of Information Science, 45 (6). DOI: 10.1177%2F0165551518819964.
Laura Kirss; Ülle Säälik; Margus Pedaste; Äli Leijen (2020). A SYNTHESIS OF THEORETICAL FRAMEWORKS ON MULTILINGUAL EDUCATION FOR SCHOOL LEADERS. Trames : Journal of the Humanities and Social Sciences, 24 (1), 27−51.
Kirss, Laura; Säälik, Ülle; Pedaste, Margus; Leijen, Äli (2020). A SYNTHESIS OF THEORETICAL FRAMEWORKS ON MULTILINGUAL EDUCATION FOR SCHOOL LEADERS. Trames Journal of the Humanities and Social Sciences, 24 (1), 27−51. DOI: 10.3176/tr.2020.1.02.
Park, Chanjun; Lee, Chanhee; Yang, Yeongwook; Lim, Heuiseok (2020). Ancient Korean Neural Machine Translation. IEEE Access, 8, 116617−116625. DOI: 10.1109/ACCESS.2020.3004879.
Tuvi, Iiris; Harro, Jaanus; Kiive, Evelyn; Vaht, Mariliis; Bachmann, Talis (2020). Associations of attention distractibility with attention deficit and with variation in the KTN1 gene. Neuroscience Letters, 738, 135397.10.1016/j.neulet.2020.135397.
Otchie, W.O.; Pedaste, M.; Bardone, E.; Chounta, I-A. (2020).
Can YouTube videos facilitate teaching and learning of STEM subjects in high schools?
. Bulletin of the IEEE technical committee on learning technology, 20 (1), 3−8.
Hooshyar, Danial; Yang, Yeongwook; Pedaste, Margus; Huang, Yueh-Min (2020). Clustering Algorithms in an Educational Context: An Automatic Comparative Approach. IEEE Access, 8, 146994−147014. DOI: 10.1109/ACCESS.2020.3014948.
Park, Chanjun; Yang, Yeongwook; Lee, Chanhee; Lim, Heuiseok (2020). Comparison of the Evaluation Metrics for Neural Grammatical Error Correction With Overcorrection. IEEE Access, 8, 106264−106272. DOI: 10.1109/ACCESS.2020.2998149.
Adov, L; Pedaste, M; Leijen, Ä; Rannikmäe, M (2020). Does It Have to Be Easy, Useful, or Do We Need Something Else? STEM Teachers’ Attitudes Towards Mobile Device Use in Teaching. Technology Pedagogy and Education, 29 (4), 511−526. DOI: 10.1080/1475939X.2020.1785928.
Kanger, Laur; Sillak, Silver (2020). Emergence, consolidation and dominance of meta-regimes: Exploring the historical evolution of mass production (1765–1972) from the deep transitions perspective. Technology in Society, 63 (101393), 101393. DOI: 10.1016/j.techsoc.2020.101393.
Hooshyar, Danial; Pedaste, Margus; Yang, Yeongwook; Malva, Liina; Hwang, Gwo-Jen; Wang, Minhong; Lim, Heuiseok; Delev, Dejan (2020). From Gaming to Computational Thinking: An Adaptive Educational Computer Game-Based Learning Approach. Journal of Educational Computing Research, 073563312096591. DOI: 10.1177/0735633120965919.
Allas, Raili; Leijen, Äli; Toom, Auli (2020). Guided reflection procedure as a method to facilitate student teachers’ perception of their teaching to support the construction of practical knowledge. Teachers and Teaching, 26 (2), 166−192. DOI: 10.1080/13540602.2020.1758053.
Prilla, Michael; Blunk, Oliver; Chounta, Irene-Angelica (2020). How does Collaborative Reflection Unfold in Online Communities? An Analysis of two Data Sets. Computer Supported Cooperative Work (CSCW). DOI: 10.1007/s10606-020-09382-0.
Yang, Yeongwook; Hooshyar, Danial; El Mawas, Nour (2020). Investigating the Learning Impact of Autothinking Educational Game on Adults: A Case Study of France. Proceedings of the 12th International Conference on Computer Supported Education. , 188−196. DOI: 10.5220/0009790301880196.
Katz, Sandra; Albacete, Patricia; Chounta, Irene-Angelica; Jordan, Pamela; McLaren, Bruce; Zapata-Rivera, Diego (2020). Linking Dialogue with Student Modelling to Create an Adaptive Tutoring System for Conceptual Physics. International Journal of Artificial Intelligence in Education [ilmumas].
Gurieva, Svetlana; Kõiv, Kristi; Tararukhina,Olga (2020). Migration and Adaptation as Indicators of Social Mobility Migrants. Behavioral Sciences, 10 (1), 1−12. DOI: 10.3390/bs10010030.
Hooshyar, Danial; Pedaste, Margus; Yang, Yeongwook (2020). Mining Educational Data to Predict Students' Performance through Procrastination Behavior. Entropy, 22 (1), ARTN 12. DOI: 10.3390/e22010012.
O'Leary, Aet; Laas, Kariina; Vaht, Mariliis; Kiive, Evelyn; Veidebaum, Toomas; Reif, Andreas; Harro, Jaanus (2020). Nitric oxide synthase genotype interacts with stressful life events to increase aggression in male subjects in a population-representative sample. European Neuropsychopharmacology, 30, 56−65. DOI: 10.1016/j.euroneuro.2019.07.241.
Must, Olev; Must, Aasa (2020). No decline in the principle -based thought of 9-year -old schoolchildren between 1991 and 2001. Intelligence, 80, ARTN 101455.10.1016/j.intell.2020.101455.
Hooshyar, Danial; Pedaste, Margus; Saks, Katrin; Leijen, Äli; Bardone, Emanuele; Wang, Minhong; (2020). Open Learner Models in Supporting Self-regulated Learning in Higher Education: A Systematic Literature Review. Computers & Education, 154, 1−19. DOI: 10.1016/j.compedu.2020.103878.
Yang, Yeongwook; Hooshyar, Danial; Pedaste, Margus; Wang, Minhong; Huang, Yueh-Min; Lim, Heuiseok (2020). Predicting course achievement of university students based on their procrastination behaviour on Moodle. Soft Computing, 1−17. DOI: 10.1007/s00500-020-05110-4.
Käsper, M.; Uibu, K.; Mikk, J. (2020). Primary school teachers’ teaching strategies for the development of students’ text comprehension. Education 3-13, 48 (5), 512−526.10.1080/03004279.2019.1623282.
Leijen, Äli; Pedaste, Margus; Lepp, Liina (2020). Teacher Agency Following the Ecological Model: How it is Achieved and How it Could be Strengthened by Different Types of Reflection. British Journal of Educational Studies, 68 (3), 295−310. DOI: 10.1080/00071005.2019.1672855.
Tamm, Anni; Tulviste, Tiia; Martinson, Getter (2020). Teachers’ personal values, age, and educational setting shape their socialisation values. Journal of Beliefs and Values, 41 (3), 1−9.10.1080/13617672.2019.1653055.
Bardone, Emanuele; Tonni, Tony; Chounta, Irene-Angelica (2020). The educational technologist as a variety-handler. Videoconferencing for remote music lessons as a case in point. Education and Information Technologies [ilmumas].
Lehes, L., Sõber, L., Padrik, M., Kasenõmm, P., Numa, J., Jagomägi, T. (2020). The effect of velopharyngeal insufficiency on voice quality in Estonian cleft palate children. Clinical Linguistics & Phonetics. DOI: 10.1080/02699206.2020.1780323 [ilmumas].
Käsper M.; Uibu K.; Mikk J. (2020). The effects of teaching strategies on primary school students’ reading outcomes and interest in reading. L1 Educational Studies in Language and Literature, 20, 1−24.10.17239/L1ESLL-2020.20.01.12.
Silm, Gerli; Pedaste, Margus; Täht, Karin (2020). The relationship between performance and test-taking effort when measured with self-report or time-based instruments: A meta-analytic review. Educational Research Review [ilmumas].
Tamm, A.; Tulviste, T. (2020). To what extent do perceived parental socialization values match Estonian adolescents’ personal values? Child Indicators Research, 13, 1811−1825. DOI: 10.1007/s12187-020-09724-w.
Kärbla, Triinu; Männamaa, Mairi; Uibu, Krista (2020). Vocabulary and Text Comprehension Levels: What should be Considered in Assessments? Educational Psychology, 40 (7), 875−892. DOI: 10.1080/01443410.2019.1703172.
Pedaste, Margus; Mitt, Geidi; Jürivete, Teele (2020). What Is the Effect of Using Mobile Augmented Reality in K12 Inquiry-Based Learning? Education Sciences, 10 (4), 94. DOI: 10.3390/educsci10040094.
Hooshyar,Danial; Yousefi, Moslem; Lim, Heuiseok (2019). A systematic review of data-driven approaches in player modeling of educational games. Artificial Intelligence Review, 52 (3), 1−21. DOI: 10.1007/s10462-017-9609-8.
Meriläinen, Matti; Käyhkö, Katinka; Kõiv, Kristi; Sinkkonen, Hanna-Maija (2019). Academic bullying among faculty personnel in Estonia and Finland. Journal of Higher Education Policy and Management, 41 (3), 241−261.10.1080/1360080X.2019.1591678.
Nursi, Aaro; Padrik, Marika; Nursi, Liisa; Pähkel, Maarja; Virkunen, Liis; Küttim-Rips, Anne; Taba, Pille (2019). Adaption and validation of the Mississippi Aphasia Screening Test to Estonian speakers with aphasia. Brain and Behavior, 9 (1), ARTN e01188.10.1002/brb3.1188.
Hooshyar, Danial; Lim, Heuiseok; Pedaste, Margus; Yang, Kisu; Fathi, Moein; Yang, Yeongwook (2019). AutoThinking: An Adaptive Computational Thinking Game. In: Innovative Technologies and Learning (381−391). Springer. (Lecture Notes in Computer Science). DOI: 10.1007/978-3-030-35343-8_41.
Meriläinen, Matti; Kõiv, Kristi; Honkanen, Anu (2019). Bullying effects on performance and engagement among academics. Employee Relations, 41 (6), 1205−1223.10.1108/ER-11-2017-0264.
Yang, Yeongwook; Hooshyar, Danial; Lim, Heui Seok (2019). GPS: Factorized group preference-based similarity models for sparse sequential recommendation. Information Sciences, 481, 394−411. DOI: 10.1016/j.ins.2018.12.053.
Lee, Seolhwa; Lee, Dongyub; Hooshyar, Danial; Jo, Jaechoon; Lim, Heuiseok (2019). Integrating breakdown detection into dialogue systems to improve knowledge management: encoding temporal utterances with memory attention. Information Technology and Management. DOI: 10.1007/s10799-019-00308-x.
Meriläinen, Matti; Nissinen, Pirkko; Kõiv, Kristi (2019). Intention to leave among bullied university personnel. International Journal of Educational Management, 33 (7), 1686−1704.10.1108/IJEM-01-2018-0038.
Hooshyar, Danial; Lee, Seolhwa; Yang, YeongWook; Jo, Jaechoon; Lim, Heuiseok (2019). Long-term effects of adaptive customization support on elderly people. Cognition Technology & Work, 21 (3), 371−382. DOI: 10.1007/s10111-018-0516-9.
Lee,Seolhwa; Hooshyar,Danial; Ji, Hyesung; Nam, Kichun; Lim, Heuiseok (2019). Mining biometric data to predict programmer expertise and task difficulty. Cluster Computing, 1, 1−11. DOI: 10.1007/s10586-017-0746-2.
Hooshyar, Danial; Pedaste, Margus; Yang, Yeongwook (2019). Mining Educational Data to Predict Students’ Performance through Procrastination Behavior. Entropy, 22 (1), 12. DOI: 10.3390/e22010012.
Silm, Gerli; Must, Olev; Taht, Karin (2019). PREDICTING PERFORMANCE IN A LOW-STAKES TEST USING SELF-REPORTED AND TIME-BASED MEASURES OF EFFORT. Trames Journal of the Humanities and Social Sciences, 23 (3), 353−376.10.3176/tr.2019.3.06.
Männiste, Tõnis; Pedaste, Margus; Schimanski Roland (2019). Review of instruments measuring decision making performance in military tactical level battle situation context. Military Psychology, 31 (5), 397−411.10.1080/08995605.2019.1645538.
Hallap, Merit; Padrik, Marika (2019). Simultaanse kakskeelsusega 3- ja 4-aastaste laste grammatilised oskused eesti keeles. Eesti Rakenduslingvistika Ühingu aastaraamat, 15, 35−52.
Lim, Heuiseok;Hooshyar, Danial; Ji, Hyesung ; Lee, Seolhwa; Jo, Jaechoon (2019). SmartSenior: Automatic Content Personalization Through Semi-supervised Learning. Wireless Personal Communications, 105, 1−13. DOI: 10.1007/s11277-018-5947-3.
Kyttälä, Minna; Sinkkonen, Hanna-Maija; Kõiv, Kristi (2019). Social, emotional, and behavioral strengths and difficulties among sixth grade students: comparing student and teacher ratings in Finland and Estonia. International Journal of School & Educational Psychology, 1−13.10.1080/21683603.2019.1640148.
Knezic, Dubravka; Meijer, Paulien; Toom, Auli; Leijen, Äli; Mena, Juanjo; Husu, Jukka (2019). Student teachers’ self-dialogues, peer dialogues, and supervisory dialogues in placement learning. European Journal of Teacher Education, 42 (5), 539−556.10.1080/02619768.2019.1652901.
Toom, Auli; Tiilikainen, Mikko; Heikonen, Lauri; Leijen, Äli; Mena, Juanjo; Husu, Jukka (2019). Teacher candidate learning of action-oriented knowledge from triggering incidents in teaching practice. Teachers and Teaching, 25 (5), 536−552.10.1080/13540602.2019.1652162.
Pedaste, Margus; Leijen, Äli; Poom‐Valickis, Katrin; Eisenschmidt, Eve (2019). Teacher professional standards to support teacher quality and learning in Estonia. European Journal of Education, 54 (3), 389−399.10.1111/ejed.12346.
Anspal, Tiina; Leijen, Äli; Löfström, Erika (2019). Tensions and the Teacher’s Role in Student Teacher Identity Development in Primary and Subject Teacher Curricula. Scandinavian Journal of Educational Research, 63 (5), 679−695.10.1080/00313831.2017.1420688.
Salo, Age; Uibu, Krista; Ugaste, Aino & Rasku-Puttonen, Helena (2019). The Challenge for School-based Teacher Educators: Establishing Teaching and Supervision Goals. Teacher Development, 23 (5), 609−626. DOI: 10.1080/13664530.2019.1680426.
Kalk, Karmen; Luik, Piret; Taimalu, Merle (2019). The characteristics of students, blog groups and blogging that predict reflection in blogs during teaching practice and induction year. Teaching and Teacher Education, 86, 102900.10.1016/j.tate.2019.102900.
Saks, Katrin; Leijen, Äli (2019). The efficiency of prompts when supporting learner use of cognitive and metacognitive strategies. Computer Assisted Language Learning, 32 (1-2), 1−16.10.1080/09588221.2018.1459729.
Säre, Egle, Tulviste, Tiia & Luik, Piret (2019). The function of questions in developing a preschooler’s verbal reasoning skills during philosophical group discussions. Early Child Development and Care, 189 (4), 555−568.10.1080/03004430.2017.1331221.
Taimalu, Merle; Luik, Piret (2019). The impact of beliefs and knowledge on the integration of technologyamong teacher educators: A path analysis. Teaching and Teacher Education, 79, 101−110.10.1016/j.tate.2018.12.012.
Hooshyar, Danial; Kori, Kuelli; Pedaste, Margus; Bardone, Emanuele (2019). The potential of open learner models to promote active thinking by enhancing self-regulated learning in online higher education learning environments. British Journal of Educational Technology, 50 (5), 2365−2386. DOI: 10.1111/bjet.12826.
Hooshyar, Danial; Kori, Külli; Pedaste, Margus; Bardone, Emanuele (2019). The potential of open learner models to promote active thinking by enhancing self‐regulated learning in online higher education learning environments. British Journal of Educational Technology. DOI: 10.1111/bjet.12826.
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