Academic Bibliography

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Using feedback requests to actively involve assessees in peer assessment : effects on the assessor’s feedback content and assessee’s agreement with feedback

Michiel Voet (UGent) , Mario Gielen, Ruth Boelens (UGent) and Bram De Wever (UGent)

(2018) EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION. 33(1). p.145-164
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The design of blended learning in response to student diversity in higher education : instructors’ views and use of differentiated instruction in blended learning

Ruth Boelens (UGent) , Michiel Voet (UGent) and Bram De Wever (UGent)

(2018) COMPUTERS & EDUCATION . 120. p.197-212
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Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

Michiel Voet (UGent) and Bram De Wever (UGent)

(2018) INSTRUCTIONAL SCIENCE. 46(3). p.383-403
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Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks

Zulaikha Mohamad (UGent) , Martin Valcke (UGent) and Bram De Wever (UGent)

(2017) JOURNAL OF EDUCATION FOR TEACHING. 43(2). p.151-170
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- conference
- C3
Developing pre-service history teachers' PCK : an introductory training on inquiry-based learning

Michiel Voet (UGent) and Bram De Wever (UGent)

(2017)
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- C1
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Collaborating on a shared document : vocational and technical students’ approaches and experiences

Ruth Boelens (UGent) and Bram De Wever (UGent)

(2017) European Conference on e-Learning. p.56-64
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- journalArticle
- A1
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Four key challenges to the design of blended learning : a systematic literature review

Ruth Boelens (UGent) , Bram De Wever (UGent) and Michiel Voet (UGent)

(2017) EDUCATIONAL RESEARCH REVIEW . 22. p.1-18
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CSCL and vocational education : a bond worthy of investigation?

Beat A Schwendimann, Bram De Wever (UGent) , Raija Hämäläinen and Alberto AP Cattaneo

(2017) Making a Difference: Prioritizing Equity and Access in CSCL . 2. p.557-560
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- C3
How do students deal with 2 different scripts for a collaborative inquiry scientific reasoning task

Nore De Grez (UGent) , Joni Lämsä, Raija Hämäläinen, Ingo Kollar and Bram De Wever (UGent)

(2017)
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- journalArticle
- A1
- open access
History teachers’ knowledge of inquiry methods : an analysis of cognitive processes used during a historical inquiry

Michiel Voet (UGent) and Bram De Wever (UGent)

(2017) JOURNAL OF TEACHER EDUCATION. 68(3). p.312-329

Academic Bibliography

Using feedback requests to actively involve assessees in peer assessment : effects on the assessor’s feedback content and assessee’s agreement with feedback

The design of blended learning in response to student diversity in higher education : instructors’ views and use of differentiated instruction in blended learning

Effects of immersion in inquiry-based learning on student teachers’ educational beliefs

Are they ready to teach? Student teachers’ readiness for the job with reference to teacher competence frameworks

Developing pre-service history teachers' PCK : an introductory training on inquiry-based learning

Collaborating on a shared document : vocational and technical students’ approaches and experiences

Four key challenges to the design of blended learning : a systematic literature review

CSCL and vocational education : a bond worthy of investigation?

How do students deal with 2 different scripts for a collaborative inquiry scientific reasoning task

History teachers’ knowledge of inquiry methods : an analysis of cognitive processes used during a historical inquiry

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