prof. dr. Evelien Opdecam
- ORCID iD
- 0000-0001-9459-3019
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Test anxiety fluctuations during low-stakes secondary school assessments: The role of the needs for autonomy and competence over and above the number of tests
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A little push in the back : nudging students to improve procrastination, class attendance and preparation
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- Journal Article
- A1
- open access
Does practice make perfect? The effect of online formative assessments on students’ self-efficacy and test anxiety
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The effect of COVID-19 on the well-being of first-year university students
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Fostering social skills in the Flemish secondary accounting education : perceived challenges, opportunities, and future directions
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- Journal Article
- A2
- open access
Predicting first-year university progression using early warning signals from accounting education : a machine learning approach
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How to welcome first-year students : best practice of a gamified orientation day
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Balanslezen voor de niet-financiële professional
(2022) -
Effect of a summer school on formative and summative assessment in accounting education
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- Journal Article
- A1
- open access
Stimulating higher education students to use online formative assessments : the case of two mid-term take-home tests
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- Journal Article
- A1
- open access
And then there was COVID-19 : do the benefits of cooperative learning disappear when switching to online education?
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Insights into accounting education in an COVID-19 world : Belgium
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Choice-based learning : lecture-based or team learning?
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Seven disagreements about cooperative learning
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Accounting education : a cognitive load theory perspective