Studying learning processes of student teachers with stimulated recall interviews through changes in interactive cognitions

Annemie Schepens; Antonia Aelterman; Hilde Van Keer

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 4 pp. 457–472

This article describes a qualitative study into student teachers’ learning processes through changes in their interactive cognitions. First, theoretical propositions about the relation between learning to teach, professional development, and...

Language: English

Student teachers’ skills in the implementation of collaborative learning: A multilevel approach

Ilse Ruys; Hilde Van Keer; Antonia Aelterman

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 7 (October 2011) pp. 1090–1100

This study explores the development of student teachers’ skills in implementing collaborative learning (CL) using a multilevel repeated measures design. Participants were 105 pre-service teachers that were trained in CL implementation. The results...

Language: English

Comparing two teacher development programs for innovating reading comprehension instruction with regard to teachers’ experiences and student outcomes

Hilde Van Keer; Jean Pierre Verhaeghe

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 21, No. 5 pp. 543–562

This study compared a year-round intensive coaching of teachers (35h) with a restricted in-service course (13h), designed on the basis of research-based components of effective professional development of teachers. Both courses were developed to...

Language: English

Identifying student and classroom characteristics related to primary school students’ listening skills: A systematic review

Heleen Bourdeaud'hui; Koen Aesaert; Hilde Van Keer; Johan van Braak

Educational Research Review Vol. 25, No. 1 (November 2018) pp. 86–99

This study presents a systematic review of the empirical research on primary school students' first language listening skills. In total, 27 studies were selected and reviewed. The purpose of this review is twofold. First, outcome variables of...

Language: English

Development of the Beliefs about Primary Education Scale: Distinguishing a developmental and transmissive dimension

Ruben Hermans; Johan van Braak; Hilde Van Keer

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 24, No. 1 (January 2008) pp. 127–139

In this article the development and validation of the Beliefs about Primary Education Scale (BPES) are described. The BPES is an 18-item scale for assessing primary school teachers’ beliefs toward the nature of good education, subdivided in a...

Language: English

ICT integration in the classroom: Challenging the potential of a school policy

Jo Tondeur; Hilde van Keer; Johan van Braak; Martin Valcke

Computers & Education Vol. 51, No. 1 (August 2008) pp. 212–223

Despite the assumption that the integration of ICT influences the entire school system, research focusing on ICT in schools is generally limited to the study of variables at class level. In contrast to these studies, the present research explores...

Language: English

Topics: Information Communication Technologies

Blending asynchronous discussion groups and peer tutoring in higher education: An exploratory study of online peer tutoring behaviour

Marijke De Smet; Hilde Van Keer; Martin Valcke

Computers & Education Vol. 50, No. 1 (January 2008) pp. 207–223

In the present study cross-age peer tutoring was implemented in a higher education context. Fourth-year students (N=39) operated as online tutors to support freshmen in discussing cases and solving authentic problems. This study contributes to a...

Language: English

Structuring asynchronous discussion groups: Comparing scripting by assigning roles with regulation by cross-age peer tutors

Bram De Wever; Hilde Van Keer; Tammy Schellens; Martin Valcke

Learning and Instruction Vol. 20, No. 5 (October 2010) pp. 349–360

The present study focuses on comparing the impact of role assignment and cross-age peer tutors on students' level of knowledge construction in 15 asynchronous discussion groups of nine students each in a first-year university course (

Language: English

Socially Shared Metacognitive Regulation during Reciprocal Peer Tutoring: Identifying Its Relationship with Students' Content Processing and Transactive Discussions

Liesje De Backer; Hilde Van Keer; Martin Valcke

Instructional Science: An International Journal of the Learning Sciences Vol. 43, No. 3 (May 2015) pp. 323–344

Although successful collaborative learning requires socially shared metacognitive regulation (SSMR) of the learning process among multiple students, empirical research on SSMR is limited. The present study contributes to the emerging research on...

Cross-Age Peer Tutors in Asynchronous Discussion Groups: A Study of the Evolution in Tutor Support

Marijke De Smet; Hilde Van Keer; Martin Valcke

Instructional Science: An International Journal of the Learning Sciences Vol. 37, No. 1 (January 2009) pp. 87–105

This study explores cross-age peers' tutoring behavior to support freshmen collaborating online. The study fits in with the need to inquire into the process of peer facilitation in CSCL-environments and focuses on types of peer support and on the...

Exploring the Potential Impact of Reciprocal Peer Tutoring on Higher Education Students' Metacognitive Knowledge and Regulation

Liesje De Backer; Hilde Van Keer; Martin Valcke

Instructional Science: An International Journal of the Learning Sciences Vol. 40, No. 3 (May 2012) pp. 559–588

It is widely recognized that metacognition is an important mediator for successful and high-level learning, especially in higher education. Nevertheless, a majority of higher education students possess insufficient metacognitive knowledge and...

Scripting by Assigning Roles: Does It Improve Knowledge Construction in Asynchronous Discussion Groups?

Tammy Schellens; Hilde Van Keer; Bram De Wever; Martin Valcke

International Journal of Computer-Supported Collaborative Learning Vol. 2, No. 2 (September 2007) pp. 225–246

This article describes the impact of learning in asynchronous discussion groups on students' levels of knowledge construction. A design-based approach enabled the comparison of two successive cohorts of students (N = 223 and N = 286) participating...

Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups

Bram De Wever; Hilde Van Keer; Tammy Schellens; Martin Valcke

Learning and Instruction Vol. 17, No. 4 (August 2007) pp. 436–447

This study focuses on the process, output, and interpretation of multilevel analyses on quantitative content analysis data derived from asynchronous discussion group transcripts. The impact of role assignments on the level of knowledge construction...

Language: English

Exploring evolutions in reciprocal peer tutoring groups' socially shared metacognitive regulation and identifying its metacognitive correlates

Liesje De Backer; Hilde Van Keer; Martin Valcke

Learning and Instruction Vol. 38, No. 1 (August 2015) pp. 63–78

The present study contributes to the emerging research on socially shared metacognitive regulation (SSMR). It investigates which regulation behaviour (i.e. particular skills and low- versus deep-level regulation) is associated with a socially shared ...

Language: English

Assessing collaboration in a wiki: The reliability of university students' peer assessment

Bram De Wever; Hilde Van Keer; Tammy Schellens; Martin Valcke

Internet and Higher Education Vol. 14, No. 4 (September 2011) pp. 201–206

This study focuses on the reliability of intra-group peer assessment (PA) of the collaboration processes in a wiki. First-year university students (

Language: English

Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics

Marijke De Smet; Hilde Van Keer; Bram De Wever; Martin Valcke

Computers & Education Vol. 54, No. 4 (May 2010) pp. 1167–1181

This study was conducted in an authentic university setting with fourth-year Educational Sciences’ students operating as online peer tutors to facilitate freshman tutees’ online collaboration and knowledge construction in a blended “Instructional...

Language: English

Studying Thought Processes of Online Peer Tutors through Stimulated-Recall Interviews

Marijke De Smet; Hilde Van Keer; Bram De Wever; Martin Valcke

Higher Education: The International Journal of Higher Education and Educational Planning Vol. 59, No. 5 (May 2010) pp. 645–661

The present study aims to explore the cognitive processes of older students during their peer tutoring support of freshmen engaged in asynchronous discussion groups. Stimulated-recall was applied to study the underlying motives for specific tutor...

How competent do teachers feel instructing self-regulated learning strategies? Development and validation of the teacher self-efficacy scale to implement self-regulated learning

Mona De Smul; Sofie Heirweg; Hilde Van Keer; Geert Devos; Sabrina Vandevelde

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 71, No. 1 (April 2018) pp. 214–225

This study describes the development of a self-report instrument: the Teacher Self-Efficacy Scale to implement Self-Regulated Learning (TSES-SRL). The TSES-SRL assesses teachers' perceived ability of implementing SRL as a specific instructional...

Language: English