| Distinguishing self-directed and self-regulated learning and measuring them in the e-learning context K Saks, Ä Leijen Procedia-Social and Behavioral Sciences 112, 190-198, 2014 | 408 | 2014 |
| Teaching during COVID-19: The decisions made in teaching L Lepp, T Aaviku, Ä Leijen, M Pedaste, K Saks Education Sciences 11 (2), 47, 2021 | 178 | 2021 |
| Open learner models in supporting self-regulated learning in higher education: A systematic literature review D Hooshyar, M Pedaste, K Saks, Ä Leijen, E Bardone, M Wang Computers & education 154, 103878, 2020 | 142 | 2020 |
| Supporting self-regulated learning in distance learning contexts at higher education level: systematic literature review N Edisherashvili, K Saks, M Pedaste, Ä Leijen Frontiers in Psychology 12, 792422, 2022 | 47 | 2022 |
| Cross-cultural adaptation and psychometric properties of the Estonian version of MSLQ K Saks, Ä Leijen, T Edovald, K Õun Procedia-Social and Behavioral Sciences 191, 597-604, 2015 | 38 | 2015 |
| The impact of procedural knowledge on the formation of declarative knowledge: How accomplishing activities designed for developing learning skills impacts teachers’ knowledge … K Saks, H Ilves, A Noppel Education Sciences 11 (10), 598, 2021 | 32 | 2021 |
| The students’ perceptions and attitudes to teaching profession, the case of Estonia K Saks, R Soosaar, H Ilves European Proceedings of Social and Behavioural Sciences, 2016 | 27 | 2016 |
| To stay or not to stay: An empirical model for predicting teacher persistence K Saks, P Hunt, Ä Leijen, L Lepp British Journal of Educational Studies 70 (6), 693-717, 2022 | 23 | 2022 |
| Cognitive and metacognitive strategies as predictors of language learning outcomes K Saks, Ä Leijen Psihologija 51 (4), 488-505, 2018 | 23 | 2018 |
| Students’ perceptions towards mobile learning in an English as a foreign language class A Krasulia, K Saks 2020 IEEE 20th International Conference on Advanced Learning Technologies …, 2020 | 20 | 2020 |
| The efficiency of prompts when supporting learner use of cognitive and metacognitive strategies K Saks, Ä Leijen Computer Assisted Language Learning 32 (1-2), 1-16, 2019 | 18 | 2019 |
| Adapting the SILL to measure Estonian learners’ language learning strategies: the development of an alternative model K Saks, Ä Leijen The Language Learning Journal 46 (5), 634-646, 2018 | 18 | 2018 |
| Supporting students’ self-regulation and language learning strategies in the blended course of Professional English K Saks Unpublished doctoral dissertation) University of Tartu, Estonia, 2016 | 10 | 2016 |
| How to link pedagogy, technology and STEM learning? M Pedaste, Ä Leijen, K Saks, T De Jong, D Gillet the proceedings of the 25th International Conference on Computers in …, 2017 | 9 | 2017 |
| Supporting cognitive and metacognitive learning strategies in technologically enhanced language learning K Saks, Ä Leijen Eesti Haridusteaduste Ajakiri. Estonian Journal of Education 3 (2), 130-155, 2015 | 8 | 2015 |
| Factorial structure of SILL revisited: Adaptation of SILL for Estonian EFL learners K Saks, DAJ Leijen, K Õun, K Täht Eesti Rakenduslingvistika Ühingu aastaraamat 11, 241-261, 2015 | 8 | 2015 |
| Towards acquiring teachers’ professional qualification based on professional standards: Perceptions, expectations and needs on the application process T Leibur, K Saks, IA Chounta Education Sciences 11 (8), 391, 2021 | 7 | 2021 |
| Digital Learning Diary as a Tool for Enhancing EFL Learners' Metacognitive Reflection K Saks, Ä Leijen 2019 IEEE 19th International Conference on Advanced Learning Technologies …, 2019 | 6 | 2019 |
| Kognitiivsete ja metakognitiivsete õpistrateegiate toetamine tehnoloogiaga tõhustatud keeleõppes K Saks, Ä Leijen Eesti Haridusteaduste Ajakiri 3 (2), 130, 2015 | 6 | 2015 |
| A service model for self-directed learning of NEET youth at the local government level K Kõiv, K Saks, H Paabort, V Lendzhova, M Smoter Youth & Society 54 (2_suppl), 52S-68S, 2022 | 5 | 2022 |
Äli LeijenUniversity of Tartu在 ut.ee 的电子邮件经过验证
