Publications

Teachers' beliefs about education influence practice and vice versa. Teacher educators should be particularly attuned to the association between educational beliefs and practice. Teachers' beliefs about education have been widely studied, but investigating how a team of teacher educators put a shared vision on blended learning into practice is less researched. Blended learning practices are subject to the four design aspects of incorporating ...

Due to the COVID-19 pandemic, universities across the world radically shifted to emergency remote teaching. Since then, many universities have moved forward considerably and many lessons were learned in the area of online education. The aim of this qualitative study is to investigate how university teachers in a Belgian university experienced online education since the start of the pandemic and what exactly influences their experiences with ...

The interrelationship between UDL and DI has long been a topic of debate. This empirical study of pre service teachers has been carried out to explore underlying beliefs and practices about these two inclusive frameworks and to tap into their potential interrelationship. The results show that UDL and DI practices are different but highly interrelated. Both practices share important predictors (i.e., ongoing assessment, self-efficacy, ...

While blended learning in higher education is valued for various reasons such as addressing students' needs for flexibility, blended learning implementation remains a challenging process. Because the teacher lies at the heart of any educational change process, the current qualitative study investigates crucial teacher attributes for blended learning implementation from the perspective of experts. Experts can analyze deep structures of complex ...

Differentiated instruction (DI) is put forward as a pedagogical approach to create an inclusive classroom and is considered both a teaching philosophy and a teaching praxis. DI requires that teachers adapt their teaching to students' interests, readiness and learning profiles by adopting differentiated practices such as flexible grouping and ongoing assessment. However, several studies report implementation challenges for DI practices. Using ...

Research into the construction of individuals' gender role attitudes (GRA) has primarily focused on the effects of socio-demographic characteristics and primary socialisation. Despite the school environment being recognised as a critical context of socialisation for adolescents' GRA, quantitative research focusing on the dynamics of gender attitudes during adolescence remains conspicuously understudied. This study investigates the interplay ...

Differentiated Instruction (DI) is proposed as an approach to create inclusive classrooms. Research shows that professional development is necessary for teachers to implement DI efficiently. This study investigates the effectiveness of a professional development programme (PDP) aimed at strengthening the DI competences of teachers. A quasi-experimental design consisting of a pre-test, post-test and control group was used to study the impact of ...

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and quality improvement follow and inform each other as part of a continuous cycle. Scholars report ...