Book chapters in English
Simons, R-J., & Ruijters, M. C. P. (2014). The real professional is a learning professional. In S. Billett, C. Harteis, & H. Gruber (Eds.), International handbook of research in professional and practice-based learning. (pp. 955-985). Dordrecht: Springer Netherlands.
Simons, P.R.J. (2012). Unconscious and conscious learning. In N.M. Seel (Ed.), Encyclopedia of the learning sciences (pp. 3361-3366). New York: Springer.
Simons, P.R.J. (2008). Learning through computer gaming. In L. de Caluwé,  G.J. Hofstede &  V. Peters (Eds.), Why do games work? In search of the active substance (pp. 91-103). Deventer: Kluwer.
Simons, R.J. & Laat, M. de (2006). E-pedagogies for networked learning. In L. Verschaffel, F. Dochy, M. Boekaerts & S. Vosniadou (Eds.), Instructional psychology: past, present and future trends. Sixteen essays in honour of Erik de Corte (Advances in learning and instruction series) (pp. 239-255). Amsterdam: Elsevier.
Simons, P.R.J. (2006). Learning and ICT in the learning economy/learning society. In M. Kuhn, M. Tomassini & P.R.J. Simons (Eds.),Towards a knowledge based economy? Knowledge and learning in European educational research (pp. 187-208). New York: Peter Lang.
Simons, P.R.J. & Ruijters, M.C.P. (2004). Learning professionals: Towards an integrated model. In H.P.A. Boshuizen, R. Bromme & H. Gruber (Eds.), Professional learning: Gaps and transitions on the way from novice to expert (Innovation and change in professional education) (pp. 207-229). Dordrecht: Kluwer Academic Publishers.
Talamo, A., Ligorio, M.B. & Simons, R.J. (2003). How do we innovate by researching? The role of research projects for the development of ICT-based educational practice. In M. Barajas (Ed.), Learning innovations with ICT: socio-economic perspectives in Europe (pp. 85-97). Barcelona: Edicions Universitat Barcelona.
Simons, P.R.J. (2001). Six key questions for complex learning environments. In H. Kremer & P.F.E. Sloane (Eds.), Konstruktion, Implementation and Evaluation komplexer Lehr-Lern-Arrangements. Fallbeispiele aus Öesterreich, den Niederlanden und Deutschland im Vergleich (pp. 173-186). Paderborn: Eusl.
Simons, P.R.J. & Ruijters, M.C.P. (2001). Work-related learning: elaborate, extend, and externalise. In W.J. Nijhof & L.F.M. Nieuwenhuis (Eds.), The dynamics of VET and HRD systems (pp. 101-114). Enschede: Twente University Press.
Simons, P.R.J., Linden, J.L. van der & Duffy, T. (2000). New learning: three ways to learn in a new balance. In P.R.J. Simons, J.L. van der Linden & T. Duffy (Eds.), New Learning (pp. 1-18). Dordrecht: Kluwer Academic Publishers.
Simons, P.R.J. (2000). Towards a constructivistic theory of self-directed learning. In G. Straka (Ed.), Self-learning. Münster / New York: Waxman.
Simons, P.R.J. (in press; 2000). Various kinds of life long learning. In F.Achtenhagen (Ed.), lebenslanges Lernen im Beruf – seine Grundlegung im Kindes- und Jugendalter, band 4: Formen und Inhalte von lernprozessen (pp 23- 38). Opladen: Leske + Budrich.
Van Hout-Wolters, B., Simons, P.R.J., & Volet, S. (2000). Active learning: self-directed learning and independent work. In P.R.J. Simons, J. van der Linden, & T. Duffy, (Eds.). New learning. Dordrecht: Kluwer Academic Publishers.
Biemans, H. J. A., & Simons, P. R. J. (1999). Computer-assisted instructional strategies for promoting conceptual change. In W. Schnotz, S. Vosniadou, & M. Carretero (Eds.), New perspectives on conceptual change (pp. 247-262). Oxford (UK): Elsevier Science (Advances in learning and instruction series).
Simons, P. R. J. (1998). Paradoxes in learning and teaching (research report). Nijmegen: Vakgroep Onderwijskunde/Katholieke Universiteit Nijmegen (The J.H.G.I. Giesbers on Education, Number 4).
Simons, P. R. J. (1998). Travelling versus trekking metaphors for learning in companies: a paradox (research report). Nijmegen: Onderwijskunde/Katholieke Universiteit Nijmegen (The J.H.G.I. Giesbers Reports on Education, Number 5).
Simons, P.R.J. (1997). Definitions and theories of active learning. In: D. Stern & G.L. Huber (Eds.) Active learning for students and teachers (pp. 19-39). Frankfurt am Main: Lang.
Oxtoby, B., Belet, D., & Simons, P.R.J. (1996). Learning as a corporate marketing strategy. In: T. Campbell & V. Tran (Eds.), Growth through learning (pp. 132-142). Copenhagen: ECLO.
Simons, P.R.J. (1996). Metacognition. In: E. De Corte and F.E. Weinert (Eds.). International encyclopedia of developmental and instructional psychology (pp. 436-441). Oxford: Pergamon.
Simons, P.R.J. (1996). Metacognitive strategies. In: E. De Corte and F.E. Weinert (Eds.). International encyclopedia of developmental and instructional psychology (pp. 441-445). Oxford: Pergamon.
Simons, P.R.J. (1995). New roles for HRD-officers and managers in learning. In T. Campbell & V. Duperret-Tran (Eds.), Best practices in learning organisations: measuring the reality (pp. 275-293). La Hulpe: European Consortium for the Learning Organisation.
Withagen, V.W. & Simons, P.R.J. (1995). Teachers and students as active learners in The Netherlands. Nijmegen: ITS.
Simons, P.R.J. (1994). Metacognition, In T. Husén & T.N. Postletwaite (Eds.), International encyclopedia of education. (3784-3788). Oxford: Pergamon Press.
Simons, P.R.J. (1994). Metacognitive Strategies, Teaching and Testing for, In T. Husén & T.N. Postletwaite (Eds.), International encyclopedia of education. (3788-3792). Oxford: Pergamon Press.
Simons, P.R.J. (1994).How natural, situated and skill-oriented is anchored instruction? In: B.P.M. Creemers and G.J. Reezigt (Eds.),New Directions in Educational Research. (pp. 63-70). Groningen: ICO.
Liew-On M.M., & Simons, P.R.J. (1993). Development of a computerized test for reflectivity/impulsivity. In: F.J. Maarse, A.E. Akkerman, A.N. Brand, L.J.M. Mulder, M.J. van der Stelt (Red.), Computers in Psychology, Tools for experimental and applied psychology (pp. 195-204). Lisse: Swets & Zeitlinger.
Simons, P.R.J. (1993). The promotion of transfer of learning to work setting. In: E. Ropo & R. Jaakola (Eds.) Developing education for lifelong learning (pp. 41-61). Tampere: University of Tampere.
Simons, P.R.J. (1993). Constructive learning: The role of the learner. In T.M. Duffy, J. Lowyck, D.H. Jonassen (Eds.), Designingenvironments for constructive learning (pp. 291-313). Berlin: Springer.
Jong, F.P.C.M de, Simons, P.R.J. (1991). Training metacognitive processes of self-regulated learning. In B.Y.L. Wong (Ed.),Contemporary intervention research in learning disabilities (pp. 115-133). New-York: Springer.
Simons, P.R.J. (1992). Learning to learn. In A.C. Tuijnman & M. van der Kamp (Eds.), Learning across the lifespan: theories, research, policies, (pp. 159-172). Oxford: Pergamon.
Simons, P.R.J., & Liew-On, M. (1991). Breath of orientation: individual differences and training. In M. Carretero, M. Pope, R.J. Simons, & J.I. Pozo (Eds.), Learning and instruction: European Reasearch in an international context, vol3 (pp. 435-450). Oxford: Pergamon.
Jong, F.P.M.C. de, & Simons, P.R.J. (1990). Cognitive and metacognitive processes of self-regulated learning. In J.M. Pieters, P.R.J. Simons, & L. de Leeuw (Red.), Research on computer-based instruction. Lisse: Swets & Zeitlinger.
Simons, P.R.J. (1989). Learning to learn. In P. Span, E. de Corte, & B. van Hout-Wolters (Red.). Onderwijsleerprocessen (pp. 15-25). Lisse: Swets & Zeitlinger.
Simons, P.R.J., & Beukhof, G. (1987). The regulation of learning. In P.R.J. Simons & G. Beukhof (Eds.), Regulation of Learning (pp. 3-11). Den Haag: SVO-Selecta.
Simons, P.R.J. & Lodewijks, J.G.L.C. (1987). Regulatory cognitions during learning from texts. In E. de Corte, H. Lodewijks, R. Parmentier and P. Span (Eds.). Learning and instruction (pp. 357-368). Leuven: Pergamon.
Leeuw, L. de, Simons, P.R.J., & Beukhof, G. (1986). Research on learning and instruction in the Netherlands. In G. Beukhof & P.R.J. Simons (Eds.), German and Dutch Research on learning and instruction (pp. 27-41). Den Haag: SVO-Selecta.
Simons, P.R.J., & Vermunt, J.D.H.M. (1986). Self-regulation in knowledge acquisition: a selection of Dutch research. In G. Beukhof en P.R.J. Simons (Eds.), German and Dutch research on learning and instruction, (pp. 101-135). Den Haag: SVO-Selectra-reeks.
Simons, P.R.J. (1982). Concrete analogies as aids in learning from text. In A. Flammer & W. Kintsch (Eds.), Discourse processing (pp. 462-471). Amsterdam: North-Holland.