Show
Sort by
-
- Journal Article
- A1
- open access
Psychosocial barriers to adult learning and the role of prior learning experiences : a comparison based on educational level
-
- Journal Article
- open access
Reproducing predictive learning analytics in CS1
-
- 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
-
- Journal Article
- A2
- open access
Unknown is not chosen : university student voices on group formation for collaborative writing
-
- Journal Article
- A1
- open access
The role of writing motives in the interplay between implicit theories, achievement goals, self-efficacy, and writing performance
-
Overview and design principles of Argumentativo
-
Argumenteren? Niet zonder het hen aan te leren!
-
Relating writing processes, text characteristics, and text quality in argumentative writing : a path-model
-
How are university students tackling collaborative source-based writing in an online CSCL-environment? A case study
-
Studying the impact of explicit writing instruction and collaborative writing on students’ argumentative writing skills
-
Argumentation in collaboration : the impact of explicit instruction and collaborative writing on secondary school students' argumentative writing
-
- Journal Article
- A2
- open access
Delving into psychosocial beliefs about lifelong learning : a comparison across educational levels
-
- Journal Article
- A1
- open access
Dodona : learn to code with a virtual co-teacher that supports active learning
-
Feedback : an important key in the online environment of a flipped classroom setting
-
Relating implicit beliefs, achievement goals, self-efficacy, motives, and writing performance
-
Opening the black box of students' argumentative writing processes
-
ICT-skills of Flemish young adults according to PIAAC : the role of formal and non-formal education
-
A study on the impact of explicit instruction and collaborative writing on argumentative writing
-
Inside the black box of student interaction in collaborative source-based writing: The development of a coding scheme
-
“Pick a partner!”: A qualitative study on university students’ motives to choose a specific partner for collaboration
-
The design and evaluation of a rubric to measure online teachers’ competences
(2023) -
- Journal Article
- A1
- open access
Do cognitive processes and motives for argumentative writing converge in writer profiles?
-
- Journal Article
- A2
- open access
Assessing the quality of argumentative texts : examining the general agreement between different rating procedures and exploring inferences of (dis)agreement cases
-
The influence of an intervention on students’ historical arguing skills
-
- Journal Article
- A1
- open access
A systematic review of teacher roles and competences for teaching synchronously online through videoconferencing technology
-
- Journal Article
- A1
- open access
Pass/fail prediction in programming courses
-
- Journal Article
- A1
- open access
Why are low-educated adults underrepresented in adult education? Studying the role of educational background in expressing learning needs and barriers
-
Fostering secondary students' argumentative writing skills
-
Paper presentation enhancing argumentative writing skills : preliminary results
-
Roles for collaborative writing : the effect on text quality and group atmosphere
-
Writer profiles based on cognitive writing processes and motives for writing : a cluster analysis
-
Fostering secondary students' argumentative writing skills
-
Students’ interactions during a collaborative writing task
(2022) -
- Conference Paper
- C1
- open access
How university students collaboratively write a synthesis text : a case study exploring small groups of students’ overall approach, their interactions and the group atmosphere
-
Manual of argumentativo (version 0)
(2021) -
The impact of teachers’ beliefs and students’ epistemological understanding and engagement in history on students’ arguing skills
-
- Conference Paper
- C1
- open access
Everybody online : instructors’ self-efficacy and training needs during the transition to (a)synchronous online teaching
-
Empowering secondary students' argumentative writing skills : assessing argumentative writing skills
-
- Conference Paper
- C3
- open access
Epistemological understanding of history in lower secondary education, and its influence on historical reasoning skills
-
Writer profiles : occurrence and relationship with student characteristics and writing outcomes
-
Design principles for argumentative writing focusing on cognitive strategic and conversational support
-
Empowering secondary students' argumentative writing skills : overview of the research project
-
- Conference Paper
- C3
- open access
Students’ arguing skills : impact of teaching beliefs and students’ epistemological understanding
-
- Conference Paper
- C3
- open access
Extending the theory of planned behavior : the role of educational background and learning experiences in (not) participating in adult education
-
Low-educated adults’ perceived educational needs and barriers to learning : evidence from PIAAC
-
- Conference Paper
- C3
- open access
The value of using roles while collaboratively writing synthesis texts in university
-
- Journal Article
- A1
- open access
How do teachers prioritize instructional goals? Using the theory of planned behavior to explain goal coverage
-
Measuring teachers' synchronous online teaching performance
-
Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions
-
- Journal Article
- A2
- open access
Scripting as a pedagogical method to guide collaborative writing : university students’ reflections