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Toward a systematic and model-based approach to design learning environments for critical thinking KU Leuven
As a vital twenty-first-century skill, the development of critical thinking (CT) is considered as one of the major goals of higher education. Identifying effective instructional approaches that can foster the acquisition and transfer of CT skills needed in the rapidly changing world of work has therefore been the focus of a large body of research. However, despite the widespread emphasis on CT from educators and researchers, there is little ...
Students approaches to learning: Towards a context-specific learning approaches instrument KU Leuven
Students' Approaches to Learning (SAL) are a critical determinant of learning outcomes and have been assessed around the world, from Asia to Africa, using the traditional questionnaires developed in the Western context. However, studies in Asia have challenged the traditional dichotomous view of SAL by supporting the presence of intermediate approaches, suggesting that the current view of SAL may not be universal. In response to the need for a ...
Jump and Swim!? Lived Experiences of Flemish Elementary and Secondary School Teachers in COVID-19 Emergency Teaching Times KU Leuven
The present contribution presents Flemish primary and secondary school teachers’ lived experiences with emergency remote teaching during the first COVID-19 lockdown period. Thirty-six teachers were individually interviewed about (a) the challenges they were confronted with, and (b) the resources they could rely on to address these challenges. We used the e-capacity model as conceptual framework for the interview questionnaire. Teachers reported ...
Instructional Disobedience in Flipped Higher Education Classrooms: An Exploration KU Leuven
Designing blended learning environments such as flipped classrooms builds on the assumption of a compliant learner. However, this assumption has been shown to be erroneous. This paper focuses on “instructional disobedience” of higher education students as a specific form of engagement. It is defined as notable divergent learning behavior from what is expected, demonstrated by learners in a formal learning environment. The present study’s aim is ...
Measuring usage versus preferences for online study materials among business-majored undergraduates KU Leuven
As online learning becomes a recurrent component of higher education, there have been growing interests in the interaction between students and educational resources within digital environments so as to understand and facilitate students’ initiative in managing those resources. The present study is an explorative inquiry into the relationships between students’ self-reported preferences of study materials, their actual usage of those materials ...