Ghent University Academic Bibliography

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The supporting role of learning analytics for a blended learning environment : exploring students' perceptions and the impact on relatedness

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

(2022) JOURNAL OF COMPUTER ASSISTED LEARNING. 38(1). p.90-102
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Dolos : language‐agnostic plagiarism detection in source code

Rien Maertens (UGent) , Charlotte Van Petegem (UGent) , Niko Strijbol (UGent) , Toon Baeyens (UGent) , Arne Jacobs, Peter Dawyndt (UGent) and Bart Mesuere (UGent)

(2022) JOURNAL OF COMPUTER ASSISTED LEARNING. 38(4). p.1046-1061
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Comparing learning ecologies of primary graphical programming : create or fix?

Tom Neutens (UGent) , Evelien Barbion, Kris Coolsaet (UGent) and Francis wyffels (UGent)

(2021) JOURNAL OF COMPUTER ASSISTED LEARNING. 37(5). p.1296-1311
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Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

Ngoc Thuy Thi Thai (UGent) , Bram De Wever (UGent) and Martin Valcke (UGent)

(2020) JOURNAL OF COMPUTER ASSISTED LEARNING. 36(3). p.397-411
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‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education

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

(2017) JOURNAL OF COMPUTER ASSISTED LEARNING. 33(3). p.267-281
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Auditory support in linguistically diverse classrooms : factors related to bilingual text-to-speech use

Evelien Van Laere and Johan van Braak (UGent)

(2017) JOURNAL OF COMPUTER ASSISTED LEARNING. 33(1). p.79-95
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Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality

Mario Gielen (UGent) and Bram De Wever (UGent)

(2015) JOURNAL OF COMPUTER ASSISTED LEARNING. 31(5). p.435-449
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Technological pedagogical content knowledge: a review of the literature

Joke Voogt, Petra Fisser, Natalie Pareja Roblin (UGent) , Jo Tondeur (UGent) and Johan van Braak (UGent)

(2013) JOURNAL OF COMPUTER ASSISTED LEARNING. 29(2). p.109-121
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Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

Anneline Devolder, Johan van Braak (UGent) and Jo Tondeur (UGent)

(2012) JOURNAL OF COMPUTER ASSISTED LEARNING. 28(6). p.557-573
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Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

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

(2011) JOURNAL OF COMPUTER ASSISTED LEARNING. 27(2). p.160-172

Academic Bibliography

The supporting role of learning analytics for a blended learning environment : exploring students' perceptions and the impact on relatedness

Dolos : language‐agnostic plagiarism detection in source code

Comparing learning ecologies of primary graphical programming : create or fix?

Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education

Auditory support in linguistically diverse classrooms : factors related to bilingual text-to-speech use

Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality

Technological pedagogical content knowledge: a review of the literature

Supporting self-regulated learning in computer-based learning environments: systematic review of effects of scaffolding in the domain of science education

Predicting ICT integration into classroom teaching in Chinese primary schools: exploring the complex interplay of teacher-related variables

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