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The effect of student cognitions about learning on self-regulated learning: a study with freshmen in higher education Universiteit Gent
From learning taxonomies to phylogenetic learning: integration of 16S rRNA gene data into FAME-based bacterial classification Universiteit Gent
Students’ perceptions of, motivation and learning strategies in a constructivist elearning environment: comparing Cginese and Flemish university students. Universiteit Gent
Assembling content into dynamic learning objects versus authoring of e-learning courses. Universiteit Hasselt
It is our goal to assemble the content into dynamic learning objects (LO), to make the content adaptable to the learners prefernces and to all kinds of used appliances by the learner. A three layer e-learning course development model has been defined based on the “conceptual model of content object”. It starts by decomposing the learning content into small chunks which are initially placed in a hierarchic structure of units and blocks. The raw ...
E-learning in Higher Education in China and Belgium: Student, Teacher, Contextual Variables. Chapter in Book "Cases on Technological Adaptability and Transnational Learning: Issues and Challenges" Vrije Universiteit Brussel
Cases on Transnational Learning and Technologically Enabled Environments reports on national and international initiatives undertaken to adapt advancements in information and communication technology and successfully face the chellenges posed by various social and economic forces. The international research in this book represents instances of institutions that are in transition as well as those that are readily using technology in education.
E-learning in higher education: a cross-cultural perspective: student learning and teacher perspectives in the Chinese and Flemish context Vrije Universiteit Brussel
E-learning provides a novel way of teaching and learning in higher education. More importantly, computer-supported collaborative learning (CSCL) provides an active and interactive learning mode that promotes student self-regulated learning as well as peer collaboration. Will students in different cultural contexts perceive learning and perform in online collaborative learning in a similar way? How teachers perceive educational innovations such ...
When Earning is Beneficial for Learning: The Relation of Employment and Leisure Activities to Academic Outcomes Universiteit Gent
Students' perceptions of, motivation and learning strategies in a constructivist e-learning environment: comparing Chinese and Flemish university students. Vrije Universiteit Brussel
A constructivist learning environment should be able to keep students active, constructive, collaborative, and reflective, and it should be a motivating environment, which foster student motivational orientations and cognitive strategies. The current study examines student perceptions of and their motivation and learning strategies in a constructivist e-learning environment from a cross-cultural perspective. A parallel e-learning environment for ...
Collaborative learning in a social constructivist e-learning environment: a cross-cultural study. In Cool, E. Van den Broeck, H. Evans, C. & Redmond, T. (Eds) Style and cultural differences: how can organizations, regions and countries take advantage Vrije Universiteit Brussel
A constructivist learning environment should be able to keep students active, constructive, collaborative, and reflective (Jonassen, 2001), and it should be a motivating environment, fostering students' motivational orientations towards deep-level cognitive processing (Brandon, 2004). The current study examines student perceptions, their motivation, and learning strategies in a constructivist e-learning environment from a cross-cultural ...