My publications are listed per research theme. See also my Google Scholar profile.

Teachers & the use of learning analytics

Van Leeuwen, A., & Rummel, N. (2020). Comparing teachers’ use of mirroring and advising dashboards. In Proceedings of the Tenth International Conference on Learning Analytics & Knowledge (LAK) (pp. 26–34). ACM International Conference Proceeding Series.

Van Leeuwen, A., & Rummel, N. (2019). Orchestration tools to support the teacher during student collaboration: a review. Unterrichtswissenschaft, 47(2), 143-158. doi:10.1007/s42010-019-00052-9

Van Leeuwen, A., Rummel, N., & Van Gog, T. (2019). What information should CSCL teacher dashboards provide to help teachers interpret CSCL situations? International Journal of Computer-Supported Collaborative Learning, 14(3), 261-289. doi:10.1007/s11412-019-09299-x

Van Leeuwen, A. (2019). Teachers' perceptions of the usability of learning analytics reports in a flipped university course: When and how does information become actionable knowledge? Educational Technology research & Development, 67(5), 1043-1064. doi:10.1007/s11423-018-09639-y

Van Leeuwen, A., Rummel, N, et al. (2018). Orchestration tools for teachers in the context of individual and collaborative learning: what information do teachers need and what do they do with it? In Kay, J. and Luckin, R. (Eds.). Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2, pp. 1227-1234. London, UK: International Society of the Learning Sciences, Inc.

Van Leeuwen, A., & Rummel, N. (2017). Teacher Regulation of Collaborative Learning: Research Directions for Learning Analytics Dashboards. In B.K. Smith, M. Borge, E.Mercier, & K.Y.Lim (Eds), Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, CSCL 2017, Vol. 2, pp.805-806. Philadelphia, PA: International Society of the Learning Sciences, Inc.

Van Leeuwen, A., Van Wermeskerken, M., Erkens, G., & Rummel, N. (2017). Measuring teacher sense making strategies of learning analytics: a case study. Learning: Research and Practice, 3(1), 42-58. doi:10.1080/23735082.2017.1284252

Van Leeuwen, A., & Poot, R. (2016). Learning analytics helpen docenten in onderwijsproces. OnderwijsInnovatie, 4, 2016, 30-32.

Van Leeuwen, A. (2015). Learning analytics to support teachers during synchronous CSCL: Balancing between overview and overload. Journal of Learning Analytics, 2, 138–162.

Van Leeuwen, A., Janssen, J., Erkens, G., & Brekelmans, M. (2014). Supporting teachers in guiding collaborating students: Effects of learning analytics in CSCL. Computers & Education, 79, 28–39.

Van Leeuwen, A., Janssen, J., & Erkens, G. (2014). Effecten van learning analytics bij computerondersteund samenwerkend leren. Weten Wat Werkt en Waarom, Jaargang 3, nummer 4.

Van Leeuwen, A., Janssen, J., Erkens, G., & Brekelmans, M. (2014). Supporting teachers in guiding collaborating students: effects of learning analytics in CSCL. Computers & Education, 79, 28-39. doi:10.1016/j.compedu.2014.07.007

Higher education & online learning

Jansen, R. S., Van Leeuwen, A., Janssen, J., Conijn, R., & Kester, L. (2020). Supporting learners' self-regulated learning in Massive Open Online Courses. Computers & Education, 146. doi:10.1016/j.compedu.2019.103771

Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L. (2019). Self-Regulated Learning Partially Mediates the Effect of Self-Regulated Learning Interventions on Achievement in Higher Education: a Meta-Analysis. Educational Research Review, 28. doi:10.1016/j.edurev.2019.100292

Van Leeuwen, A., Bos, N, Van Ravenswaaij, H., & Van Oostenrijk, J. (2019). The role of temporal patterns in students’ behavior for predicting course performance: a comparison of two blended learning courses. British Journal of Educational Technology, 50(2), 921-933. doi:10.1111/bjet.12616

Van Leeuwen, A., De Vink, I., & Corbalan, G. (2018). Studentpercepties van drie typen kennisclips. OnderwijsInnovatie, 2, 33-35.

Van Leeuwen, A. (2017). Verslag van stimuleringsproject "Blended Learning".

Teacher guidance of collaborative learning

Van Leeuwen, A., & Janssen, J. (2019). A systematic review of teacher guidance during collaborative learning in primary and secondary education. Educational Research Review, 27, 71-89. doi:10.1016/j.edurev.2019.02.001

Van Leeuwen, A., & Janssen, J. (2018). Samenwerkend leren: zo vind je de balans. Didactief, 48(6), 40-41.

Van Leeuwen, A., Janssen, J., Erkens, G., & Brekelmans, M. (2015). Teacher regulation of multiple computer-supported collaborating groups. Computers in Human Behavior, 52, 233–242. doi:10.1016/j.chb.2015.05.058

Van Leeuwen, A. (2015). Teacher regulation of CSCL: exploring the complexity of teacher regulation and the supporting role of learning analytics. PhD Thesis, Utrecht University, the Netherlands. ISBN: 978-94-6259-713-6.

Van Leeuwen, A., Janssen, J.J.H.M., Erkens, G. & Brekelmans, M. (2013). Teacher interventions in a synchronous, co-located CSCL setting: Analyzing focus, means, and temporality. Computers in Human Behavior, 29(3), 1377-1386. doi:10.1016/j.chb.2013.01.028

Collaborative learning: investigating student interaction

Van Leeuwen, A., Hornstra, L., & Flunger, B. (2020). Need supportive collaborative learning: Are teachers necessary or do students support each other’s basic psychological needs? Educational Studies, online preprint. doi:10.1080/03055698.2020.1835613

Slof, B., Van Leeuwen, A., & Janssen, J. (2020). Mine, ours, and yours, whose engagement and prior knowledge affects individual achievement from online collaborative learning? Journal of Computer-Assisted Learning. Online preprint. doi:10.1111/jcal.12466

Popov, V., Van Leeuwen, A., & Rybska, E. (2018). Short Collaboration Tasks in Higher Education: Is Putting Yourself in Another’s Shoes Essential for Joint Knowledge Building? Proceedings of ICL2018 – 21th International Conference on Interactive Collaborative Learning, pp. 857-864.

Popov, V., Van Leeuwen, A., & Buis, S. (2017). Are you with me or not? Temporal synchronicity and transactivity during CSCL. Journal of Computer-Assisted Learning, 33(5), 424–442. doi:10.1111/jcal.12185

Methodological contributions

Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L. (2020). A mixed method approach to studying self-regulated learning in MOOCs. Frontline Learning Research, 8(2), 35-64. doi: 10.14786/flr.v8i2.539

De Kleijn, R. A. M., & Van Leeuwen, A. (2018). Reflections and Review on the Audit Procedure: Guidelines for More Transparency. International Journal of Qualitative Methods, 17, 1-8. doi:10.1177/1609406918763214

Jansen, R. S., Van Leeuwen, A., Janssen, J., Kester, L., & Kalz, M. (2016). Validation of the self-regulated online learning questionnaire. Journal of Computing in Higher Education. doi:10.1007/s12528-016-9125-x