Ghent University Academic Bibliography

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Your filters: cql: author="Zhu, Chang" or (type any "bookEditor journalEditor issueEditor" and editor="Zhu, Chang")

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- Journal Article
Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach

Brent Philipsen, Jo Tondeur (UGent) , Bram Pynoo, Silke Vanslambrouck and Chang Zhu

(2019) Australasian Journal of Educational Technology.
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Students' motivation and subjective task value of participating in online and blended learning environments

Silke Vanslambrouck, Chang Zhu, Koen Lombaerts, Brent Philipsen and Jo Tondeur (UGent)

(2018) INTERNET AND HIGHER EDUCATION. 36. p.33-40
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- open access
Aan de slag met online en blended leren in het volwassenenonderwijs : van onderzoek naar praktijk

Bram Pynoo, Chang Zhu, Bram De Wever (UGent) and Jo Tondeur

(2018)
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Adult learner characteristics as predictors of performance, satisfaction and intent-to persist in online and blended environments

Silke Vanslambrouck, Chang Zhu, Koen Lombaerts, Bram Pynoo and Jo Tondeur (UGent)

(2017) PROCEEDINGS OF THE 12TH INTERNATIONAL CONFERENCE ON E-LEARNING (ICEL 2017). In Proceedings of the International Conference on e-Learning p.221-229
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- Conference Paper
- P1
- open access
Adult learners' motivation to participate and perception of online and blended environments

Silke Vanslambrouck, Chang Zhu, Jo Tondeur (UGent) , Brent Philipsen and Koen Lombaerts

(2016) PROCEEDINGS OF THE 15TH EUROPEAN CONFERENCE ON E-LEARNING (ECEL 2016). In Proceedings on the European Conference of e-Learning p.750-757
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- Conference Paper
- P1
- open access
Teacher and institutional characteristics affecting teaching practices in OBL: a self-determination approach

Sebastiano Cincinnato, Chang Zhu and Bram De Wever (UGent)

(2015) Proceedings on the European Conference of e-Learning. p.790-793
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- Conference Paper
- P1
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Motivational profiles of adult learners in online and blended learning

Silke Vanslambrouck, Chang Zhu, Jo Tondeur (UGent) and Koen Lombaerts

(2015) PROCEEDINGS OF THE 14TH EUROPEAN CONFERENCE ON R-LEARNING (ECEL 2015). In Proceedings on the European Conference of e-Learning p.754-761
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- Journal Article
- A1
- open access
A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables

Ningning Zhao (UGent) , Martin Valcke (UGent) , Annemie Desoete (UGent) and chang Zhu

(2014) SCANDINAVIAN JOURNAL OF EDUCATIONAL RESEARCH. 58(1). p.1-20
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- Journal Article
- A2
- open access
Tradition VS reform: a critical review of teacher evaluation beliefs in China

Qiaoyan He (UGent) , Martin Valcke (UGent) , Antonia Aelterman (UGent) and Chang Zhu

(2012) THE EUROPEAN JOURNAL OF SOCIAL & BEHAVIOURAL SCIENCES. 3(december). p.509-527
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Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

Guoyuan Sang (UGent) , Martin Valcke (UGent) , Johan van Braak (UGent) , Chang Zhu, Jo Tondeur (UGent) and Yu Kailian

(2012) ASIA-PACIFIC JOURNAL OF TEACHER EDUCATION. 40(4). p.363-378

Academic Bibliography

Examining lived experiences in a professional development program for online teaching: A hermeneutic phenomenological approach

Students' motivation and subjective task value of participating in online and blended learning environments

Aan de slag met online en blended leren in het volwassenenonderwijs : van onderzoek naar praktijk

Adult learner characteristics as predictors of performance, satisfaction and intent-to persist in online and blended environments

Adult learners' motivation to participate and perception of online and blended environments

Teacher and institutional characteristics affecting teaching practices in OBL: a self-determination approach

Motivational profiles of adult learners in online and blended learning

A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables

Tradition VS reform: a critical review of teacher evaluation beliefs in China

Challenging science teachers' beliefs and practices through a video-case-based intervention in China's primary schools

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