Theoretical Foundations and Empirical Arguments for Group Work in Computer Learning Environments

Martin Valcke

Education and Computing Vol. 4, No. 3 (1988) pp. 209–15

Reviews research that deals with group work in the field of educational computing. Topics discussed include sex differences; the influence of ability on group interaction; social class; group size; the internal dynamics of group work; achievement;...

Cognitive load: updating the theory?

Martin Valcke

Learning and Instruction Vol. 12, No. 1 (2002) pp. 147–154

This special issue presents a very varied vintage of recent theoretical developments and empirical research that help to found to a further extent the Cognitive Load Theory (CLT) as it was conceptualised by Sweller and others in the late eighties ( ...

Language: English

Re-engineering Conventional University Education: Implications for Students' Learning Styles

Tammy Schellens; Martin Valcke

Distance Education Vol. 21, No. 2 (2000) pp. 361–84

Discusses the effects that information and communication technologies are having on education, particularly the introduction of online courses; and describes a study at the Ghent University that examines how students cope with a re-engineered course ...

The problem arena of researching computer supported collaborative learning: Introduction to the special section

Martin Valcke; Rob Martens

Computers & Education Vol. 46, No. 1 (January 2006) pp. 1–5

In this introduction to the special section, research in relation to asynchronous discussions in computer supported collaborative learning (CSCL) environments is analysed from a methodological perspective. The discussion centres on three quality...

Language: English

Fostering knowledge construction in university students through asynchronous discussion groups

Tammy Schellens; Martin Valcke

Computers & Education Vol. 46, No. 4 (May 2006) pp. 349–370

Does collaborative learning in asynchronous discussion groups result in enhancing academic discourse and knowledge construction? This general research question has been researched in a study involving 300 students, working during six months in 38...

Language: English

Teachers and their implementation of differentiated instruction in the classroom

Muhamad Nanang Suprayogi; Martin Valcke; Raymond Godwin

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 67, No. 1 (October 2017) pp. 291–301

Growing student diversity in today's classrooms calls for appropriate instructional strategies. Differentiated instruction (DI) is put forward as a key solution but seems challenging. In this study, actual DI implementation of teachers is linked to...

Language: English

Evaluation of Virtual Microscopy in Medical Histology Teaching

Sylvia Mione; Martin Valcke; Maria Cornelissen

Anatomical Sciences Education Vol. 6, No. 5 (2013) pp. 307–315

Histology stands as a major discipline in the life science curricula, and the practice of teaching it is based on theoretical didactic strategies along with practical training. Traditionally, students achieve practical competence in this subject by...

The Impact of Graphic Organisers on Learning from Presentations

Jordi Casteleyn; André Mottart; Martin Valcke

Technology, Pedagogy and Education Vol. 22, No. 3 (2013) pp. 283–301

There is abundant educational research indicating that graphic organisers (knowledge maps, concept maps, or mind maps) have a beneficial impact on learning, but hardly any research has examined this in the context of presentations. This study...

Student teachers' cognitions to integrate comprehensive sexuality education into their future teaching practices in Ecuador

Jessica Castillo Nuñez; Ilse Derluyn; Martin Valcke

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 79, No. 1 (March 2019) pp. 38–47

Student teachers play a crucial role in the future implementation of sexuality education. In Spanish-speaking contexts however, research on this topic is scarce, especially regarding student teachers’ perspectives towards their implementation of...

Language: English

A Cross-Cultural Study of Online Collaborative Learning

Chang Zhu; Martin Valcke; Tammy Schellens

Multicultural Education & Technology Journal Vol. 3, No. 1 (2009) pp. 33–46

Purpose: The purpose of this paper is to examine whether there is a cultural gap in student perceptions of online collaborative learning and to investigate to what extent student perceptions, motivation, and learning strategies change over time due...

The Differential Impact of Observational Learning and Practice-Based Learning on the Development of Oral Presentation Skills in Higher Education

Luc De Grez; Martin Valcke; Irene Roozen

Higher Education Research and Development Vol. 33, No. 2 (2014) pp. 256–271

The present study focuses on the design and evaluation of an innovative instructional approach to developing oral presentation skills. The intervention builds on the observational learning theoretical perspective. This perspective is contrasted with ...

Explaining Different Types of Computer Use among Primary School Teachers

Johan van Braak; Jo Tondeur; Martin Valcke

European Journal of Psychology of Education Vol. 19, No. 4 (2004) pp. 407–422

In order to identify differences in determinants of supportive and class use of computers, path modelling was applied in a sample of 468 primary school teachers. Independent variables were categorised in three levels: demographics (age and gender),...

The impact of an innovative instructional intervention on the acquisition of oral presentation skills in higher education

Luc De Grez; Martin Valcke; Irene Roozen

Computers & Education Vol. 53, No. 1 (August 2009) pp. 112–120

The present study focuses on the design and development of an instructional approach to develop oral presentation skills. The theoretical base builds on the social cognitive perspective, and self-regulated learning. The aim of the study is to...

Language: English

A Cross-Cultural Study of Teacher Perspectives on Teacher Roles and Adoption of Online Collaborative Learning in Higher Education

Chang Zhu; Martin Valcke; Tammy Schellens

European Journal of Teacher Education Vol. 33, No. 2 (May 2010) pp. 147–165

This study aims to understand teachers' perspectives on their roles in higher education, their views about the adoption of a social-constructivist approach to teaching and learning and the integration of online collaborative learning in blended...

Creating Visual Aids with Graphic Organisers on an Infinite Canvas--The Impact on the Presenter

Jordi Casteleyn; Andre Mottart; Martin Valcke

Research in Learning Technology Vol. 23 (2015)

Instead of the traditional set of slides, the visual aids of a presentation can now be graphic organisers (concept maps, knowledge maps, mind maps) on an infinite canvas. Constructing graphic organisers has a beneficial impact on learning, but this...

Exploring the Usefulness of School Education about Risks on Social Network Sites: A Survey Study

Ellen Vanderhoven; Tammy Schellens; Martin Valcke

Journal of Media Literacy Education Vol. 5, No. 1 (2013) pp. 285–294

The growing popularity of social network sites (SNS) is causing concerns about privacy and security, especially with teenagers, since they show various forms of unsafe behavior on SNS. It has been put forth by researchers, teachers, parents, and...

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

Students’ perceptions about the use of video games in the classroom

Jeroen Bourgonjon; Martin Valcke; Ronald Soetaert; Tammy Schellens

Computers & Education Vol. 54, No. 4 (May 2010) pp. 1145–1156

Video games are often regarded as promising teaching and learning tools for the 21st century. One of the main arguments is that video games are appealing to contemporary students. However, there are indications that video game acceptance cannot be...

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

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...

The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback

Ngoc Thuy Thi Thai; Bram De Wever; Martin Valcke

Computers & Education Vol. 107, No. 1 (April 2017) pp. 113–126

The present study examines the differential impact of studying in a Flipped Classroom (FC) setting, as compared to a Blended Learning (BL), a Traditional Learning (TL), and an E-Learning (EL) setting on learning performance, self-efficacy beliefs,...

Language: English

Differential impact of learning path based versus conventional instruction in science education

Cindy De Smet; Bram De Wever; Tammy Schellens; Martin Valcke

Computers & Education Vol. 99, No. 1 (August 2016) pp. 53–67

Learning paths have the potential to change the teaching and learning interaction between teachers and students in a computer-supported learning environment. However, empirical research about learning paths is scarce. Previous studies showed that...

Language: English

Student teachers’ thinking processes and ICT integration: Predictors of prospective teaching behaviors with educational technology

Guoyuan Sang; Martin Valcke; Johan van Braak; Jo Tondeur

Computers & Education Vol. 54, No. 1 (January 2010) pp. 103–112

Student teachers should be prepared to integrate information and communication technology (ICT) into their future teaching and learning practices. Despite the increased availability and support for ICT integration, relatively few teachers intend to...

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

Functions, use and effects of embedded support devices in printed distance learning materials

Rob Martens; Martin Valcke; Patricia Poelmans; Muriel Daal

Learning and Instruction Vol. 6, No. 1 (1996) pp. 77–93

In distance education, the design and elaboration of the learning materials are of prime importance. Despite the potential of new information technologies, printed learning materials are still the dominant delivery format. To support the learning...

Language: English

Discussing Patient Management Online: The Impact of Roles on Knowledge Construction for Students Interning at the Paediatric Ward

Bram De Wever; Myriam Van Winckel; Martin Valcke

Advances in Health Sciences Education Vol. 13, No. 1 (March 2008) pp. 25–42

The objectives of this study are to explore the use of asynchronous discussion groups during medical students' clinical rotation in paediatrics. In particular, the impact of role assignment on the level of knowledge construction through social...

Chinese Students' Perceptions of a Collaborative E-Learning Environment and Factors Affecting Their Performance: Implementing a Flemish E-Learning Course in a Chinese Educational Context

Chang Zhu; Martin Valcke; Tammy Schellens; Yifei Li

Asia Pacific Education Review Vol. 10, No. 2 (June 2009) pp. 225–235

This study was set up in a Chinese university in Beijing by implementing a Flemish e-learning course in a Chinese setting. A main feature of the e-learning environment is the asynchronous "task-based" online group discussion. The purpose of the...

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...

Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool

Martin Valcke; Bram De Wever; Chang Zhu; Craig Deed

Internet and Higher Education Vol. 12, No. 3 (December 2009) pp. 165–172

Research in the field of computer supported collaborative learning stresses the need to foster the collaborative process in view of attaining optimal cognitive involvement of all participants, a higher level of metacognitive regulation and an...

Language: English

The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: Implications for policies to foster education equity

Ningning Zhao; Martin Valcke; Annemie Desoete; JeanPierre Verhaeghe

International Journal of Educational Development Vol. 32, No. 3 (May 2012) pp. 412–422

The purpose of the present study is to explore the relationship between family socioeconomic status and mathematics performance on the base of a multi-level analysis involving a large sample of Chinese primary school students. A weak relationship is ...

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

Developing Educational Materials about Risks on Social Network Sites: A Design Based Research Approach

Ellen Vanderhoven; Tammy Schellens; Ruben Vanderlinde; Martin Valcke

Educational Technology Research and Development Vol. 64, No. 3 (2016) pp. 459–480

Nearly all of today's Western teenagers have a profile on a social network site (SNS). As many risks have been reported, researchers and governments have emphasized the role of school education to teach teenagers how to deal safely with SNSs....

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

Differential impact of unguided versus guided use of a multimedia introduction to equine obstetrics in veterinary education

L.J. Govaere Jan; Aart de Kruif; Martin Valcke

Computers & Education Vol. 58, No. 4 (May 2012) pp. 1076–1084

In view of supporting the study of the complex domain of equine obstetrics, a FoalinMare multimedia package with 3D designs has been developed. The present study centers on questions as to the most optimal implementation of the multimedia package in ...

Language: English

ICT teacher training: Evaluation of the curriculum and training approach in Flanders

Martin Valcke; Isabel Rots; Marjolein Verbeke; Johan van Braak

Teaching and Teacher Education: An International Journal of Research and Studies Vol. 23, No. 6 (August 2007) pp. 795–808

A policy-evaluation study was set up of Information and Communication Technologies (ICT) teacher training in Flanders, focusing on the following questions: (a) What is the validity of the content and format of the teacher training, and (b) to what...

Language: English

Understanding Structural and Cultural School Characteristics in Relation to Educational Change: The Case of ICT Integration

Jo Tondeur; Geert Devos; Mieke van Houtte; Johan van Braak; Martin Valcke

Educational Studies Vol. 35, No. 2 (May 2009) pp. 223–235

This study builds on the idea that school characteristics affect educational change, such as ICT integration. The goal of this inquiry is to explore both structural school characteristics (i.e. infrastructure, planning and support) and cultural...

Parental acceptance of digital game-based learning

Jeroen Bourgonjon; Martin Valcke; Ronald Soetaert; Bram de Wever; Tammy Schellens

Computers & Education Vol. 57, No. 1 (August 2011) pp. 1434–1444

In research about digital game-based learning, the likely negative perceptions of parents are often enlisted as a barrier toward the adoption of games in classroom settings. Teachers, students and policy makers appear to be influenced by what...

Language: English

Predicting ICT Integration into Classroom Teaching in Chinese Primary Schools: Exploring the Complex Interplay of Teacher-Related Variables

Guoyuan Sang; Martin Valcke; Johan van Braak; Jo Tondeur; Chang Zhu

Journal of Computer Assisted Learning Vol. 27, No. 2 (April 2011) pp. 160–172

Available research has explored a wide variety of factors influencing information and communication technologies (ICT) adoption and integration in classroom teaching; however, existing research seldom centre on the combined impact of these variables....

Acceptance of game-based learning by secondary school teachers

Jeroen Bourgonjon; Frederik De Grove; Cindy De Smet; Jan Van Looy; Ronald Soetaert; Martin Valcke

Computers & Education Vol. 67, No. 1 (September 2013) pp. 21–35

The adoption and the effectiveness of game-based learning depend largely on the acceptance by classroom teachers, as they can be considered the true change agents of the schools. Therefore, we need to understand teachers' perceptions and beliefs...

Language: English

Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

Cindy De Smet; Jeroen Bourgonjon; Bram De Wever; Tammy Schellens; Martin Valcke

Computers & Education Vol. 58, No. 2 (February 2012) pp. 688–696

The aim of this large-scale study was to understand the technology acceptation of learning management systems (LMS) by secondary school teachers and to investigate the instructional use of LMS, distinguishing between informational use and...

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...

The Design and Implementation of Learning Paths in a Learning Management System

Cindy De Smet; Tammy Schellens; Bram De Wever; Pascale Brandt-Pomares; Martin Valcke

Interactive Learning Environments Vol. 24, No. 6 (2016) pp. 1076–1096

Learning paths have the potential to play an important role in the way educators serve their learners. Empirical research about learning paths is scarce, particularly in a secondary education setting. The present quasi-experimental study took place...