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Dr. D.C.D. (David) van Alten

Assistant Professor 
Social and Behavioural Sciences
Education and Pedagogy
Education
Education
Martinus J. Langeveldgebouw
Heidelberglaan 1
3584 CS Utrecht

Dr. D.C.D. (David) van Alten

Assistant Professor
Education
d.c.d.vanalten@uu.nl
Profile Publications Activities In the media Research Teaching Contact
Profile Publications Activities In the media Research Teaching Contact
Areas of expertise
Research areas

Highlighted publications

Bammens, M., van Alten, D., Bucher, L., de Graaf, B. A., & Wansink, B. (2025). Teaching about terrorism: Evaluating a historicizing pedagogy in times of crisis and disruption. Historical Thinking, Culture and Education, 2(1). [DOI] [Portal]
van Alten, D. C. D., Janssen, J. J. H. M., Phielix, C., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1-18. Article 100281. [DOI] [Repository]
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom. Computers in Human Behavior, 108, Article 106318. [DOI] [Repository]
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, Article 104000. [DOI] [Repository]
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2021). Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis. Computers in Human Behavior, 118, 1-13. Article 106676. [DOI] [Repository]

Publications

2025

Scholarly publications

Bammens, M., van Alten, D., Bucher, L., de Graaf, B. A., & Wansink, B. (2025). Teaching about terrorism: Evaluating a historicizing pedagogy in times of crisis and disruption. Historical Thinking, Culture and Education, 2(1). [DOI] [Portal]

2022

Scholarly publications

van Alten, D. (2022, Dec 1). Audit report: Teachers Stepping up Their Game in the Face of Extreme Statements: a Qualitative Analysis of Educational Friction When Teaching Sensitive Topics, in: S. Lozano Parra, The School as a Playground for Educational Friction: Understanding Democracy in Dutch Secondary Education, appendix. Utrecht University.

2021

Scholarly publications

van Alten, D. C. D. (2021). Flipped Learning in Secondary Education History Classrooms: What are the Effects and What is the Role of Self-Regulated Learning? [Doctoral thesis 1 (Research UU / Graduation UU), Universiteit Utrecht]. Utrecht University. [DOI] [Portal]
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2021). Secondary students’ online self-regulated learning during flipped learning: A latent profile analysis. Computers in Human Behavior, 118, 1-13. Article 106676. [DOI] [Repository]

2020

Scholarly publications

van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020). Self-regulated learning support in flipped learning videos enhances learning outcomes. Computers & Education, 158, Article 104000. [DOI] [Repository]
van Alten, D. C. D., Phielix, C., Janssen, J. J. H. M., & Kester, L. (2020). Effects of self-regulated learning prompts in a flipped history classroom. Computers in Human Behavior, 108, Article 106318. [DOI] [Repository]

2019

Scholarly publications

van Alten, D. C. D., & Lozano Parra, S. (2019). Meerstemmige geschiedenis: inclusiviteit in onderwijs over het verleden? Lesgeven over zwarte piet: ervaringen uit de praktijk . Unpublished. In Historicidagen 2019: Inclusieve Geschiedenis
van Alten, D. C. D., Janssen, J. J. H. M., Phielix, C., & Kester, L. (2019). Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis. Educational Research Review, 28, 1-18. Article 100281. [DOI] [Repository]

2018

Scholarly publications

van Alten, D. C. D., Janssen, J. J. H. M., Phielix, C., & Kester, L. (2018). Effects of Flipping the Classroom on Learning Outcomes and Satisfaction: a Meta-Analysis: Paper session: Flipped Classroom and MOOCs II. Paper presented at EARLI SIG 6/7, Bonn, Germany.
van Alten, D. C. D., Janssen, J. J. H. M., Kester, L., & Phielix, C. (2018). Self-Regulated Learning prompts in a Flipped History Classroom: effects on Learning Outcomes and Self-Regulated Learning: No-or-not-perfect-data session: Flipped Classroom and MOOCs I. Paper presented at EARLI SIG 6/7, Bonn, Germany.

2017

Scholarly publications

van Alten, D. C. D. (2017). Glocalization and Religious Communication in the Roman Empire: Two Case Studies to Reconsider the Local and the Global in Religious Material Culture. Religions, 8(8), 1-20. Article 140. [DOI] [Repository]

Other output

van Alten, D. C. D. (2017). Onderwijskundige meta-analyses met een twist. Paper presented at Onderwijs Research Dagen, Antwerpen, Belgium.
van Alten, D. C. D. (2017). De effecten van flipping the classroom op leerprestaties en tevredenheid: een systematische review en meta-analyse. Poster session presented at Onderwijs Research Dagen, Antwerpen, Belgium.

2016

Other output

van Alten, D. C. D. (2016). Wat weten we over het effect van zittenblijven of versnellen op leerprestaties en de sociaal-emotionele ontwikkeling?. Web publication/site, NRO-Kennisrotonde. https://www.nro.nl/wp-content/uploads/2016/10/095-Antwoordformulier-Zittenblijven-en-Versnellen.pdf
van Alten, D. C. D. (2016). Is het wenselijk om tabletgebruik door jonge kinderen af te stemmen op hun lichamelijke kenmerken of ontwikkeling?. Web publication/site, NRO-Kennisrotonde. https://www.nro.nl/wp-content/uploads/2016/10/086-Antwoordformulier-ergonomie.pdf
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