Search results for author:"Bram De Wever"
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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
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Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement
Mario Gielen; Bram De Wever
Computers & Education Vol. 88, No. 1 (October 2015) pp. 370–386
This study investigates how an instructional intervention focused on engaging both the assessor and assessee in the peer feedback process can be advantageous for the quality of students' peer feedback and written product in a wiki-based computer...
Language: English
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Vocational Education Approach: New TEL Settings--New Prospects for Teachers' Instructional Activities?
Raija Hämäläinen; Bram De Wever
International Journal of Computer-Supported Collaborative Learning Vol. 8, No. 3 (September 2013) pp. 271–291
This study focuses on vocational education teachers' instructional activities in a new technology-enhanced learning (TEL) setting. A content analysis is applied to investigate teachers' and students' interactions in a 3D game context. ...
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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...
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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...
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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
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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
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Web-Based Collaborative Inquiry to Bridge Gaps in Secondary Science Education
Annelies Raes; Tammy Schellens; Bram De Wever
Journal of the Learning Sciences Vol. 23, No. 3 (2014) pp. 316–347
As secondary students' interest in science is decreasing, schools are faced with the challenging task of providing adequate instruction to engage students--and more particularly the disadvantaged students--to learn science and improve their...
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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
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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
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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...
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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
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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
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What makes the difference – PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults
Raija Hämäläinen; Bram De Wever; Kari Nissinen; Sebastiano Cincinnato
Computers & Education Vol. 129, No. 1 (February 2019) pp. 27–36
The ever-evolving technological landscape is challenging adults' problem-solving skills. The central goal of higher education (HE) is to guarantee a high level of know-how, which is in line with the changing demands of technology at work and in...
Language: English
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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
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Scaffolding information problem solving in web-based collaborative inquiry learning
Annelies Raes; Tammy Schellens; Bram De Wever; Ellen Vanderhoven
Computers & Education Vol. 59, No. 1 (August 2012) pp. 82–94
This study investigated the impact of different modes of scaffolding on students who are learning science through a web-based collaborative inquiry project in authentic classroom settings and explored the interaction effects with students’...
Language: English
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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
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Education and working life: VET adults' problem-solving skills in technology-rich environments
Raija Hämäläinen; Bram De Wever; Antero Malin; Sebastiano Cincinnato
Computers & Education Vol. 88, No. 1 (October 2015) pp. 38–47
The rapidly-advancing technological landscape in the European workplace is challenging adults' problem-solving skills. Workers with vocational education and training need flexible abilities to solve problems in technology-rich work settings. This...
Language: English
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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...
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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
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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
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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...
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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...
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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
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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
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The State-of-the-Art of Collaborative Technologies for Initial Vocational Education: A Systematic Literature Review
Beat A. Schwendimann; Bram De Wever; Raija Hämäläinen; Alberto A. P. Cattaneo
International Journal for Research in Vocational Education and Training Vol. 5, No. 1 (2018) pp. 19–41
Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a ...
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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