prof. dr. Bram De Wever
- ORCID iD
- 0000-0003-4352-4915
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- Journal Article
- A1
- open access
Psychosocial barriers to adult learning and the role of prior learning experiences : a comparison based on educational level
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- Journal Article
- open access
Why, how, when, and for whom does digital disconnection work? A process-based framework of digital disconnection
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- Journal Article
- open access
Reproducing predictive learning analytics in CS1
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- Journal Article
- A2
- open access
'Situational barriers are keeping me from participating', but are they situational? Examining low-educated adults' psychosocial views on adult learning
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- Journal Article
- A2
- open access
Unknown is not chosen : university student voices on group formation for collaborative writing
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- Journal Article
- A1
- open access
The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance
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Overview and design principles of Argumentativo
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Argumenteren? Niet zonder het hen aan te leren!
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Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model
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How are university students tackling collaborative source-based writing in an online CSCL-environment? A case study
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Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills
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Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing
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- Journal Article
- A2
- open access
Delving into psychosocial beliefs about lifelong learning : a comparison across educational levels
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- Journal Article
- A1
- open access
Dodona : learn to code with a virtual co-teacher that supports active learning
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Feedback : an important key in the online environment of a flipped classroom setting
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Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance
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Opening the black box of students' argumentative writing processes
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ICT-skills of Flemish young adults according to PIAAC : the role of formal and non-formal education
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A study on the impact of explicit instruction and collaborative writing on argumentative writing
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Inside the black box of student interaction in collaborative source-based writing: The development of a coding scheme