Ghent University Academic Bibliography

Your filters: cql: author="Hämäläinen, Raija" or (type any "bookEditor issueEditor" and editor="Hämäläinen, Raija")

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Scripted computer-supported collaborative writing: university students' insights on enabling and hindering factors

Kirsi Syynimaa, Kirsi Lainema, Raija Hamalainen and Bram De Wever (UGent)

(2025) INTERNATIONAL JOURNAL ON STUDIES IN EDUCATION. 7(2). p.443-467
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Reproducing predictive learning analytics in CS1 : toward generalizable and explainable models for enhancing student retention

Denis Zhidkikh, Ville Heilala, Charlotte Van Petegem, Peter Dawyndt (UGent) , Miitta Järvinen, Sami Viitanen, Bram De Wever (UGent) , Bart Mesuere (UGent) , Vesa Lappalainen, Lauri Kettunen, et al.

(2024) JOURNAL OF LEARNING ANALYTICS. 11(1).
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Using eye tracking to support professional learning in vision-intensive professions : a case of aviation pilots

Raija Hamalainen, Bram De Wever (UGent) , Katriina Sipilainen, Ville Heilala, Arto Helovuo, Sami Lehesvuori, Miitta Jarvinen, Jouni Helske and Tommi Karkkainen

(2024) EDUCATION AND INFORMATION TECHNOLOGIES. 29(18). p.24803-24833
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Towards emotionally intelligent scripting : a methodological and multimodal approach to capture emotions

Raija Hämäläinen, Bram De Wever (UGent) , Ville Heilala, Miitta Järvinen, Sami Lehesvuori, Aaron Peltoniemi and Pauliina Rikala

(2023) Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning : CSCL 2023. In Computer-supported collaborative learning p.394-395
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Teachers' problem-solving skills in technology-rich environments : a call for workplace learning and opportunities to develop professionally

Bram De Wever (UGent) , Raija Hamalainen, Kari Nissinen, Joonas Mannonen and Lisse Van Nieuwenhove (UGent)

(2023) STUDIES IN CONTINUING EDUCATION. 45(1). p.86-112
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Scripting as a pedagogical method to guide collaborative writing : university students’ reflections

Kirsi Heinonen, Nore De Grez, Raija Hämäläinen, Bram De Wever (UGent) and Sophie van der Meijs

(2020) RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING. 15(1).
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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 (UGent) , Raija Hämäläinen and Alberto AP Cattaneo

(2019) INTERNATIONAL JOURNAL FOR RESEARCH IN VOCATIONAL EDUCATION AND TRAINING. 5(1). p.19-41
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Lifelong learning : formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology-rich environments

Hanna Nygren, Kari Nissinen, Raija Hämäläinen and Bram De Wever (UGent)

(2019) BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY. 50(4). p.1759-1770
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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 (UGent) , Kari Nissinen and Sebastiano Cincinnato

(2019) COMPUTERS & EDUCATION. 129. p.27-36
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It’s not only what you say, but how you say it : investigating the potential of prosodic analysis as a method to study teacher’s talk

Raija Hämäläinen, Bram De Wever (UGent) , Teija Waaramaa, Anne-Maria Laukkanen and Joni Lämsä

(2018) FRONTLINE LEARNING RESEARCH. 6(3). p.204-227

Academic Bibliography

Scripted computer-supported collaborative writing: university students' insights on enabling and hindering factors

Reproducing predictive learning analytics in CS1 : toward generalizable and explainable models for enhancing student retention

Using eye tracking to support professional learning in vision-intensive professions : a case of aviation pilots

Towards emotionally intelligent scripting : a methodological and multimodal approach to capture emotions

Teachers' problem-solving skills in technology-rich environments : a call for workplace learning and opportunities to develop professionally

Scripting as a pedagogical method to guide collaborative writing : university students’ reflections

The state-of-the-art of collaborative technologies for initial vocational education : a systematic literature review

Lifelong learning : formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology-rich environments

What makes the difference : PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults

It’s not only what you say, but how you say it : investigating the potential of prosodic analysis as a method to study teacher’s talk

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