Search results for author:"Bram de Wever"
Total records matched: 7 Search took: 0.267 secs
You may get more results with author:"Bram de Wever".
35th Anniversary - SITE 2024 Attendees: if you are looking for papers from this conference, please use this special attendee-only 35th Anniversary - SITE 2024 search
-
Preparing pre-service history teachers for organizing inquiry-based learning: The effects of an introductory training program
Michiel Voet; Bram De Wever
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 63, No. 1 (April 2017) pp. 206–217
The present study investigates a training program aimed at preparing pre-service history teachers for organizing inquiry-based learning (IBL) in class. This program consisted of a workshop and an assignment during the teaching internship period. Pre-...
Language: English
-
Effects of Immersion in Inquiry-Based Learning on Student Teachers' Educational Beliefs
Michiel Voet; Bram De Wever
Instructional Science: An International Journal of the Learning Sciences Vol. 46, No. 3 (2018) pp. 383–403
Professional development on inquiry-based learning (IBL) generally draws heavily on the principle of providing instruction in line with what teachers are expected to do in their classroom. So far, however, relatively little is known about how this...
-
Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers’ technology use
Michiel Voet; Bram De Wever
British Journal of Educational Technology Vol. 48, No. 6 (November 2017) pp. 1402–1413
Adopting a differentiated and domain-specific view of educational technology, the present study focuses on the case of school history. It argues that, in this particular context, one of technology's main assets is its ability to support inquiry...
-
History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context
Michiel Voet; Bram De Wever
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 55, No. 1 (April 2016) pp. 57–67
The present study provides a comprehensive picture of history teachers' conceptions of inquiry-based-learning (IBL), based on interviews with 22 secondary school teachers. The results indicate that, although most teachers' beliefs about the nature...
Language: English
-
The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning
Ruth Boelens; Michiel Voet; Bram De Wever
Computers & Education Vol. 120, No. 1 (May 2018) pp. 197–212
The implementation of blended learning in higher education is increasing, often with the aim to offer flexibility in terms of time and place to a diverse student population. However, specific attention for the diversity of this group, and how to...
Language: English
-
Four key challenges to the design of blended learning: A systematic literature review
Ruth Boelens; Bram De Wever; Michiel Voet
Educational Research Review Vol. 22, No. 1 (November 2017) pp. 1–18
The design of blended learning environments brings with it four key challenges: (1) incorporating flexibility, (2) stimulating interaction, (3) facilitating students' learning processes, and (4) fostering an affective learning climate. Seeing that...
Language: English
-
A wiki task for first-year university students: The effect of scripting students' collaboration
Bram De Wever; Raija Hämäläinen; Michiel Voet; Mario Gielen
Internet and Higher Education Vol. 25, No. 1 (April 2015) pp. 37–44
This study investigates the effect of a collaboration script - i.e. a set of instructions to improve collaboration between learning partners - for a wiki task. Participants were first-year university students in Educational Sciences (
Language: English