Ghent University Academic Bibliography

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- Conference Paper
- C3
Students’ perceptions & need for relatedness in blended learning : a learning analytics intervention

Elise Ameloot (UGent) , Tijs Rotsaert (UGent) and Tammy Schellens (UGent)

(2019) EARLI 2019 : book of abstracts. p.209-209
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- Conference Paper
- C1
- open access
The use of learning analytics in a blended learning context

Elise Ameloot (UGent) and Tammy Schellens (UGent)

(2019) Companion proceeding of the 9th International Conference on Learning Analytics & Knowledge (LAK’19). p.107-113
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- Journal Article
- A2
- open access
Pre-service teachers as designers in the context of advertising literacy education

Britt Adams (UGent) , Tijs Rotsaert (UGent) , Tammy Schellens (UGent) and Martin Valcke (UGent)

(2019) EDUCATIONAL DESIGN RESEARCH. 3(1).
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- Journal Article
- A1
- open access
'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education

Tijs Rotsaert (UGent) , Ernesto Panadero, Tammy Schellens (UGent) and Annelies Raes

(2018) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 33(2). p.255-275
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- Book Chapter
De (niet-)anonieme beoordelaar : peer feedback geven in het hoger onderwijs via Socrative

Tijs Rotsaert (UGent) , Britt Adams (UGent) and Tammy Schellens (UGent)

(2018) Toetsrevolutie : naar een feedbackcultuur in het hoger onderwijs. p.75-86
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Student teachers' perceptions of using learning analytics in a blended learning context

Elise Ameloot (UGent) and Tammy Schellens (UGent)

(2018) 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED). In INTED 2018 Proceedings p.4508-4516
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Peer assessment use, its social nature challenges and perceived educational value : a teachers’ survey study

Tijs Rotsaert (UGent) , Ernesto Panadero and Tammy Schellens (UGent)

(2018) STUDIES IN EDUCATIONAL EVALUATION. 59. p.124-132
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- Journal Article
- A1
- open access
“Pedagogical tweeting” in higher education : boon or bane?

Britt Adams (UGent) , Annelies Raes, Hannelore Montrieux (UGent) and Tammy Schellens (UGent)

(2018) INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION. 15(1).
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- Journal Article
- A1
- open access
Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

Tijs Rotsaert (UGent) , Ernesto Panadero and Tammy Schellens (UGent)

(2018) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 33(1). p.75-99
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- Conference Paper
- P1
- open access
The impact of tablet devices on high school students' cognitive load and learning

Hannelore Montrieux (UGent) and Tammy Schellens (UGent)

(2018) 12TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE (INTED). In INTED Proceedings p.1591-1596

Academic Bibliography

Students’ perceptions & need for relatedness in blended learning : a learning analytics intervention

The use of learning analytics in a blended learning context

Pre-service teachers as designers in the context of advertising literacy education

'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education

De (niet-)anonieme beoordelaar : peer feedback geven in het hoger onderwijs via Socrative

Student teachers' perceptions of using learning analytics in a blended learning context

Peer assessment use, its social nature challenges and perceived educational value : a teachers’ survey study

“Pedagogical tweeting” in higher education : boon or bane?

Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills

The impact of tablet devices on high school students' cognitive load and learning

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