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Onderzoeker
Tammy Schellens
Profiel
Projecten
Publicaties & datasets
Activiteiten
Prijzen & Erkenningen
Octrooien
218
Resultaten
2025
A sequencing effect of adding generative learning strategies to immersive virtual reality on middle school students' performance, intrinsic motivation, and self-efficacy
Carl Boel
Tijs Rotsaert
Martin Valcke
Tammy Schellens
A1
Artikel in een tijdschrift
in
JOURNAL OF COMPUTER ASSISTED LEARNING
2025
Beyond realism : rethinking VR design for optimal learning in technical and vocational secondary education
Charlotte Larmuseau
Laetitia De Leersnijder
Tijs Rotsaert
Carl Boel
Jelle Demanet
Tammy Schellens
A2
Artikel in een tijdschrift
in
COMPUTERS EDUCATION: X REALITY
2025
Challenge-based learning as a catalyst for global competence : a qualitative study of student experiences in two ENLIGHT consortium’s blended learning modules
Simon David
Indira S. E van der Zande
Mariana F. S. Venâncio
Tammy Schellens
Tijs Rotsaert
Jasperina Brouwer
A1
Artikel in een tijdschrift
in
ACTIVE LEARNING IN HIGHER EDUCATION
2025
Collaborative design through authentic design challenges : preservice teachers’ perceptions of digital competence development and SQD-aligned supports
Bram Cabbeke
Britt Adams
Tijs Rotsaert
Tammy Schellens
A2
Artikel in een tijdschrift
in
EDUCATION SCIENCES
2025
From screens to streams : can personalized MOOCs enhance drinking water operations? A pilot study in Ecuador
José Martín Bustamante León
Paúl Herrera
Luis Domínguez-Granda
Andrea C. García-Angulo
Andrée De Cock
Tammy Schellens
Peter Goethals
Otilia Alejandro
Martin Valcke
A2
Artikel in een tijdschrift
in
ENVIRONMENTAL CHALLENGES
2025
Implementing dialogic peer feedback to enhance computer-supported collaborative inquiry in secondary STEM education
Amber Van Hoe
Tammy Schellens
Tijs Rotsaert
Proefschrift
2025
Strengthening the Teaching and Research Nexus (TRN) in higher education
Adriano Simao Uaciquete
Tammy Schellens
Martin Valcke
Proefschrift
2025
Teaching and research nexus : fostering researcher identities among social sciences undergraduates
Adriano Simao Uaciquete
Tammy Schellens
Martin Valcke
C1
Conferentie
2025
2024
Applying educational design research to develop a low-cost, mobile immersive virtual reality serious game teaching safety in secondary vocational education
Carl Boel
Tijs Rotsaert
Martin Valcke
Alexander Vanhulsel
Tammy Schellens
A1
Artikel in een tijdschrift
in
EDUCATION AND INFORMATION TECHNOLOGIES
2024
Designing dialogic peer feedback in collaborative learning : the role of Thinq Tank
Amber Van Hoe
Joel Wiebe
Jim Slotta
Tijs Rotsaert
Tammy Schellens
A2
Artikel in een tijdschrift
in
EDUCATION SCIENCES
2024
Development and assessment of personalized MOOCs for drinking water treatment operators
José Martín Bustamante León
Peter Goethals
Tammy Schellens
Otilia Alejandro
Proefschrift
2024
Exploring the impact of service-learning internships on professional skills development in engineering students : a scoping review
Javier E. Bermúdez
Katherine Chiluiza
Tammy Schellens
Martin Valcke
P1
Conferentie
2024
Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics
Elise Ameloot
Tijs Rotsaert
Thomas Ameloot
Bart Rienties
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2024
Teaching for global citizenship in European classrooms : an international dimension in teacher education curricula via a blended intensive programme
Karolien Keppens
Simon David
Aron Decuyper
Tammy Schellens
Ruben Vanderlinde
C3
Conferentie
2024
The implementation of peer assessment as a scaffold during computer-supported collaborative inquiry learning in secondary STEM education
Amber Van Hoe
Joel Wiebe
Tijs Rotsaert
Tammy Schellens
A1
Artikel in een tijdschrift
in
INTERNATIONAL JOURNAL OF STEM EDUCATION
2024
Towards a framework for a nation-wide implementation of augmented, virtual and mixed reality in K-12 technical and vocational education
Carl Boel
Kim Dekeyser
Marijke Lemal
Tijs Rotsaert
Martin Valcke
Tammy Schellens
Dieter Struyf
A2
Artikel in een tijdschrift
in
TECHTRENDS
2024
Why do I use technology? Profiling mathematics teachers’ technology-related pedagogical reasoning
Bram Cabbeke
Tijs Rotsaert
Tammy Schellens
Hoofdstuk in een boek
in
Research Highlights in Technology & Teacher Education 2024 35th Anniversary Edition : volume 2
2024
Why do I use technology? Profiling mathematics teachers’ technology-related pedagogical reasoning
Bram Cabbeke
Tijs Rotsaert
Tammy Schellens
C1
Conferentie
2024
2023
A qualitative textual analysis of feedback comments in eportfolios : quality and alignment with the CanMEDS roles
Sofie Van Ostaeyen
Mieke Embo
Tijs Rotsaert
Orphée De Clercq
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
PERSPECTIVES ON MEDICAL EDUCATION
2023
Are teachers ready to immerse? Acceptance of mobile immersive virtual reality in secondary education teachers
Carl Boel
Tijs Rotsaert
Martin Valcke
Yves Rosseel
Dieter Struyf
Tammy Schellens
A2
Artikel in een tijdschrift
in
RESEARCH IN LEARNING TECHNOLOGY
2023
Automating the identification of feedback quality criteria and the CanMEDS roles in written feedback comments using natural language processing
Sofie Van Ostaeyen
Loic De Langhe
Orphée De Clercq
Mieke Embo
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
PERSPECTIVES ON MEDICAL EDUCATION
2023
Blended learning in teacher education : how can learning analytics support teaching and learning?
Elise Ameloot
Tammy Schellens
Proefschrift
2023
Computer says, 'No, this feedback can be improved!' : towards supporting mentors in writing high-quality feedback in ePortfolios using artificial intelligence
Sofie Van Ostaeyen
Tammy Schellens
Martin Valcke
Mieke Embo
Proefschrift
2023
How do student teachers approach the collaborative design of technology-enhanced learning materials? A case study exploration of student teachers’ pedagogical reasoning in design talk
Bram Cabbeke
Tijs Rotsaert
Tammy Schellens
C1
Conferentie
2023
Mobile immersive virtual reality in secondary education : from affordances to implementation
Carl Boel
Tammy Schellens
Martin Valcke
Dieter Struyf
Proefschrift
2023
Supporting teacher redesign teams : a descriptive framework for role enactment of academic developers as facilitators
Loulou Detienne
Tijs Rotsaert
Tammy Schellens
A1
Artikel in een tijdschrift
in
SAGE OPEN
2023
2022
An in-depth analysis of written feedback found in ePortfolios of undergraduate midwifery students
Sofie Van Ostaeyen
Orphée De Clercq
Mieke Embo
Tammy Schellens
Martin Valcke
C3
Conferentie
2022
Anonymity as an instructional scaffold in peer assessment in higher education contexts
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2022
Blended learning in het Vlaamse Onderwijs : van emergency remote teaching naar (een model voor) structurele implementatie van blended onderwijs
Wouter Buelens
Floris Versmissen
Tijs Rotsaert
Bram De Wever
Tammy Schellens
Ruben Vanderlinde
C3
Conferentie
2022
Course redesign targeting blended active learning : effects on students' motivation & engagement
Simon David
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2022
Developing student-teachers’ technology-enhanced learning competencies via teacher design teams : investigating students’ support needs and perceived professional growth
Bram Cabbeke
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2022
Introducing a peer assessment tool for the SCripting and ORchestration Environment (SCORE)
Amber Van Hoe
Joel Wiebe
James Slotta
Tijs Rotsaert
Tammy Schellens
C1
Conferentie
2022
Learning analytics in Blended Learning : exploring students' perceptions and relatedness
Tijs Rotsaert
Elise Ameloot
Tammy Schellens
C3
Conferentie
2022
Online asynchronous focus groups : insights on participants' opinions
Sofie Van Ostaeyen
Anissa All
Marieke Robbrecht
Vasiliki Andreou
Mieke Embo
Tammy Schellens
Martin Valcke
C3
Conferentie
2022
SAVR : design and evaluation of an immersive virtual reality serious game on hazard perception in technical and vocational education
Carl Boel
Tijs Rotsaert
Niels Vleeschouwer
Martin Valcke
Dieter Struyf
Tammy Schellens
C1
Conferentie
2022
Secondary teachers’ pedagogical reasoning for using technology in mathematics lessons : an explorative study
Bram Cabbeke
Tijs Rotsaert
Tammy Schellens
C1
Conferentie
2022
The implementation of a formative peer dialogue during inquiry Learning in secondary STEM education
Amber Van Hoe
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2022
The personalized and inclusive MOOC : using learning characteristics and quality principles in instructional design
José Martín Bustamante León
Paul Herrera
Luis Dominguez-Granda
Tammy Schellens
Peter Goethals
Otilia Alejandro
Martin Valcke
A1
Artikel in een tijdschrift
in
SUSTAINABILITY
2022
The supporting role of learning analytics for a blended learning environment : exploring students' perceptions and the impact on relatedness
Elise Ameloot
Tijs Rotsaert
Tammy Schellens
A1
Artikel in een tijdschrift
in
JOURNAL OF COMPUTER ASSISTED LEARNING
2022
Toward a more personalized MOOC : data analysis to identify drinking water production operators' learning characteristics : an Ecuador case
José Martín Bustamante León
Paul Herrera
Luis Dominguez-Granda
Tammy Schellens
Peter Goethals
Otilia Alejandro
Martin Valcke
A1
Artikel in een tijdschrift
in
SUSTAINABILITY
2022
Training to support ePortfolio users : an overview of training initiatives and their outcomes
Sofie Van Ostaeyen
Mieke Embo
Tammy Schellens
Martin Valcke
C3
Conferentie
2022
Training to support eportfolio users during clinical placements : a scoping review
Sofie Van Ostaeyen
Mieke Embo
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
MEDICAL SCIENCE EDUCATOR
2022
Unravelling language use of narrative comments in ePortfolios : a text analysis approach
Sofie Van Ostaeyen
Orphée De Clercq
Mieke Embo
Tammy Schellens
Martin Valcke
C3
Conferentie
2022
Unravelling language use that determines the quality of narrative comments in ePortfolios : a text analysis approach
Sofie Van Ostaeyen
Orphée De Clercq
Mieke Embo
Tammy Schellens
Martin Valcke
C3
Conferentie
2022
Validating competency frameworks using an online Delphi survey : lessons learned
Sofie Van Ostaeyen
Helena Demey
Mieke Embo
Tammy Schellens
Martin Valcke
C3
Conferentie
2022
2021
Acceptance of immersive virtual reality in secondary education teachers : an explorative study of perceptions from teachers, it-staff, principals and teachers' trainers
Carl Boel
Danielle Raeijmaekers
Tijs Rotsaert
Martin Valcke
Tammy Schellens
Dieter Struyf
C1
Conferentie
2021
Encouraging students’ autonomy, competence and satisfaction : the role of learning analytics
Elise Ameloot
Bart Rienties
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2021
Online computer-supported inquiry learning in stem-education during the covid-19 pandemic
Amber Van Hoe
Tijs Rotsaert
Tammy Schellens
C1
Conferentie
2021
Six years after Google Cardboard : what has happened in the classroom? A scoping review of empirical research on the use of immersive virtual reality in secondary education
Carl Boel
Tijs Rotsaert
Tammy Schellens
Martin Valcke
C1
Conferentie
2021
The role enactment of academic developers supporting teacher redesign teams in a university setting
Loulou Detienne
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2021
The use of learning analytics in a blended learning context
Elise Ameloot
Tammy Schellens
Tijs Rotsaert
C3
Conferentie
2021
2020
Ondersteuning bij de implementatie van afstandsonderwijs : concepten, scenario’s en tools
Ruben Vanderlinde
Tijs Rotsaert
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
TIJDSCHRIFT VOOR ONDERWIJSRECHT EN ONDERWIJSBELEID
2020
2019
Pre-service teachers as designers in the context of advertising literacy education
Britt Adams
Tijs Rotsaert
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
EDUCATIONAL DESIGN RESEARCH
2019
Students’ perceptions & need for relatedness in blended learning : a learning analytics intervention
Elise Ameloot
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2019
The use of learning analytics in a blended learning context
Elise Ameloot
Tammy Schellens
C1
Conferentie
2019
2018
"Now you see me!" Enhancing advertising literacy in primary and secondary education
Britt Adams
Tammy Schellens
Martin Valcke
Proefschrift
2018
'Now you know what you’re doing right and wrong!' Peer feedback quality in synchronous peer assessment in secondary education
Tijs Rotsaert
Ernesto Panadero
Tammy Schellens
Annelies Raes
A1
Artikel in een tijdschrift
in
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
2018
Anonymity as an instructional scaffold in peer assessment : its effects on peer feedback quality and evolution in students’ perceptions about peer assessment skills
Tijs Rotsaert
Ernesto Panadero
Tammy Schellens
A1
Artikel in een tijdschrift
in
EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
2018
De (niet-)anonieme beoordelaar : peer feedback geven in het hoger onderwijs via Socrative
Tijs Rotsaert
Britt Adams
Tammy Schellens
Hoofdstuk in een boek
in
Toetsrevolutie : naar een feedbackcultuur in het hoger onderwijs
2018
Learning analytics in a blended learning context : exploring the impact on students’ basic need for relatedness
Elise Ameloot
Tammy Schellens
C3
Conferentie
2018
Learning with tablets in secondary education : initiation, implementation and institutionalisation
Hannelore Montrieux
Tammy Schellens
Proefschrift
2018
Peer assessment use, its social nature challenges and perceived educational value : a teachers’ survey study
Tijs Rotsaert
Ernesto Panadero
Tammy Schellens
A1
Artikel in een tijdschrift
in
STUDIES IN EDUCATIONAL EVALUATION
2018
Student teachers' perceptions of using learning analytics in a blended learning context
Elise Ameloot
Tammy Schellens
P1
Conferentie
2018
The didactical use of tablets : a balancing act between teacher-centred and learner-centred education
Hannelore Montrieux
Tammy Schellens
P1
Conferentie
2018
The impact of tablet devices on high school students' cognitive load and learning
Hannelore Montrieux
Tammy Schellens
P1
Conferentie
2018
“Pedagogical tweeting” in higher education : boon or bane?
Britt Adams
Annelies Raes
Hannelore Montrieux
Tammy Schellens
A1
Artikel in een tijdschrift
in
INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION
2018
2017
How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders
Tijs Rotsaert
Ernesto Panadero
Eduardo Estrada
Tammy Schellens
A1
Artikel in een tijdschrift
in
STUDIES IN EDUCATIONAL EVALUATION
2017
How technology can support teacher and students to differentiate during web-based inquiry learning
Hannelore Montrieux
Annelies Raes
Tammy Schellens
C3
Conferentie
2017
Keeping track of learners' activity during inquiry-based learning: the role of the teacher
Hannelore Montrieux
Ellen Vanderhoven
Stephanie Van Hove
Tammy Schellens
P1
Conferentie
2017
Pre-service teachers as designers? A case study in the context of advertising literacy education.
Britt Adams
Tammy Schellens
Martin Valcke
C3
Conferentie
2017
Promoting adolescents' moral advertising literacy in secondary education
Britt Adams
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMUNICAR
2017
Self-reflection on privacy research in social networking sites
Ralf De Wolf
Ellen Vanderhoven
Bettina Berendt
Jo Pierson
Tammy Schellens
A1
Artikel in een tijdschrift
in
BEHAVIOUR & INFORMATION TECHNOLOGY
2017
Teachers' and pupils’ acceptance of tablet devices : a longitudinal study over 5 years
Hannelore Montrieux
Tammy Schellens
C3
Conferentie
2017
The social nature of peer assessment in secondary and higher education : examining students’ perceptions on interpersonal processes and peer feedback quality in anonymous face-to-face settings using Mobile Response Technology
Tijs Rotsaert
Tammy Schellens
Proefschrift
2017
To tweet or not to tweet?! Can using Twitter improve learning and instruction in higher education?
Britt Adams
Annelies Raes
Hannelore Montrieux
Elise Ameloot
Tammy Schellens
C3
Conferentie
2017
‘The best app is the teacher’ introducing classroom scripts in technology-enhanced education
Hannelore Montrieux
Annelies Raes
Tammy Schellens
A1
Artikel in een tijdschrift
in
JOURNAL OF COMPUTER ASSISTED LEARNING
2017
2016
A qualitative study on learning and teaching with learning paths in a learning management system
Cindy De Smet
Martin Valcke
Tammy Schellens
Bram De Wever
Ruben Vanderlinde
A2
Artikel in een tijdschrift
in
JOURNAL OF SOCIAL SCIENCE EDUCATION
2016
Changing unsafe behaviour on social network sites: collaborative learning vs. individual reflection
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Hoofdstuk in een boek
in
Youth 2.0 : social media and adolescence
2016
Decreasing risky behavior on social network sites: the impact of parental involvement in secondary education interventions
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
JOURNAL OF PRIMARY PREVENTION
2016
Developing educational materials about risks on social network sites: a design based research approach
Ellen Vanderhoven
Tammy Schellens
Ruben Vanderlinde
Martin Valcke
A1
Artikel in een tijdschrift
in
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
2016
Differential impact of learning path based versus conventional instruction in science education
Cindy De Smet
Bram De Wever
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2016
Exploring high school students’ scientific epistemic beliefs towards learning science in Belgium.
Hannelore Montrieux
Tammy Schellens
Chin-Chung Tsai
C3
Conferentie
2016
Improving adolescents' advertising literacy through education : the perceptions of secondary education teachers.
Britt Adams
Tammy Schellens
Martin Valcke
P1
Conferentie
2016
Introducing tablet devices during mathematics education: 'is it really a magical learning tool?'
Hannelore Montrieux
Tammy Schellens
Jouri Van Landeghem
Tania Mouton
A2
Artikel in een tijdschrift
in
PONTE JOURNAL
2016
Promoting metacognitive regulation through collaborative problem solving on the web : when scripting does not work
Annelies Raes
Tammy Schellens
Bram De Wever
Dries Benoit
A1
Artikel in een tijdschrift
in
COMPUTERS IN HUMAN BEHAVIOR
2016
Tablet devices and inquiry-based learning in secondary education : A magical match?
Hannelore Montrieux
Tammy Schellens
C3
Conferentie
2016
The design and implementation of learning paths in a learning management system
Cindy De Smet
Tammy Schellens
Bram De Wever
Pascale Brandt-Pomares
Martin Valcke
A1
Artikel in een tijdschrift
in
INTERACTIVE LEARNING ENVIRONMENTS
2016
The effects of teacher-led class interventions during technology-enhanced science inquiry on students' knowledge integration and basic need satisfaction
Annelies Raes
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2016
Using Twitter in higher education : what are students’ initial perceptions and experiences?
Annelies Raes
Britt Adams
Hannelore Montrieux
Tammy Schellens
P1
Conferentie
2016
2015
Affordances of online technologies for academic writing instruction in a foreign language : an exploration in individual and collaborative settings
Carola Strobl
Geert Jacobs
Tammy Schellens
Torsten Leuschner
Proefschrift
2015
Anonieme face-to-face peer assessment en feedback via Mobile Response Technology: een verkenning van interpersoonlijke variabelen en twee types docentbegeleiding
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2015
Blending face-to-face higher education with web-based lectures: comparing different didactical application scenarios
Hannelore Montrieux
Sandra Vangestel
Annelies Raes
Paul Matthys
Tammy Schellens
A1
Artikel in een tijdschrift
in
EDUCATIONAL TECHNOLOGY & SOCIETY
2015
How authentic should a learning context be? Using real and simulated profiles in a classroom intervention to improve safety on social network sites
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
INTERNATIONAL JOURNAL OF CYBER SOCIETY AND EDUCATION
2015
How to evaluate educational games: lessons learned from the evaluation study of Master FIND
Ellen Vanderhoven
Bart Willems
Stephanie Van Hove
Anissa All
Tammy Schellens
P1
Conferentie
2015
Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education
Annelies Raes
Ellen Vanderhoven
Tammy Schellens
A1
Artikel in een tijdschrift
in
STUDIES IN HIGHER EDUCATION
2015
Interpretation in the process of designing effective learning materials: a design-based research example
Ellen Vanderhoven
Annelies Raes
Tammy Schellens
Hoofdstuk in een boek
in
International handbook of interpretation in educational research
2015
Ontwerp- en implementatiekenmerken van leerpaden binnen een Elektronische Leeromgeving
Cindy De Smet
Martin Valcke
Tammy Schellens
Bram De Wever
C1
Conferentie
2015
Son, are you on Facebook? The impact of parental involvement in school interventions about E-safety
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Hannelore Montrieux
C1
Conferentie
2015
Teaching and learning with mobile technology : a qualitative explorative study about the introduction of tablet devices in secondary education
Hannelore Montrieux
Ruben Vanderlinde
Tammy Schellens
Lieven De Marez
A1
Artikel in een tijdschrift
in
PLOS ONE
2015
The impact of 'computer-supported collaborative inquiry' for science learning in secondary education
Annelies Raes
Tammy Schellens
Proefschrift
2015
Unraveling the motivational effects and challenges of web-based collaborative inquiry learning across different groups of learners
Annelies Raes
Tammy Schellens
A1
Artikel in een tijdschrift
in
ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT
2015
Using a learning management system in secondary education : design and implementation characteristics of learning paths
Cindy De Smet
Martin Valcke
Tammy Schellens
Proefschrift
2015
Wait and see? Studying the teacher's role during in-class educational gaming
Ellen Vanderhoven
Bart Willems
Stephanie Van Hove
Anissa All
Tammy Schellens
P1
Conferentie
2015
What if pupils can assess their peers anonymously? A quasi-experimental study
Ellen Vanderhoven
Annelies Raes
Hannelore Montrieux
Tijs Rotsaert
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2015
2014
A qualitative study about the implementation of tablet computers in secondary education: the teachers' role in this process
Hannelore Montrieux
Ruben Vanderlinde
Cédric Courtois
Tammy Schellens
Lieven De Marez
P1
Conferentie
2014
Anonymity within face-to-face peer assessment: exploring the role of the teacher
Tijs Rotsaert
Tammy Schellens
C3
Conferentie
2014
Educating teens about the risks on social network sites: an intervention study in secondary education
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMUNICAR
2014
Educational packages about the risks on social network sites : state-of-the-art
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
P1
Conferentie
2014
From ends to causes (and back again) by metaphor: the paradox of natural selection
Stefaan Blancke
Tammy Schellens
Ronald Soetaert
Hilde Van Keer
Johan Braeckman
A1
Artikel in een tijdschrift
in
SCIENCE & EDUCATION
2014
How safe do teenagers behave on Facebook? An observational study
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Annelies Raes
A1
Artikel in een tijdschrift
in
PLOS ONE
2014
Involving parents in school programs about safety on social network sites
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Ellen De Koning
P1
Conferentie
2014
Mobile learning in secondary education: teachers’ and students' perceptions and acceptance of tablet computers
Hannelore Montrieux
Cédric Courtois
Annelies Raes
Tammy Schellens
Lieven De Marez
A2
Artikel in een tijdschrift
in
INTERNATIONAL JOURNAL OF MOBILE AND BLENDED LEARNING
2014
Raising risk awareness and changing unsafe behavior on social network sites: a design-based research in secondary education
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Proefschrift
2014
Researching the impact of innovative learning materials within STEM education
Cindy De Smet
Tammy Schellens
Bram De Wever
Pascale Brandt-Pomares
Martin Valcke
C3
Conferentie
2014
Self-reflection in privacy research on social network sites
Ralf De Wolf
Ellen Vanderhoven
Bettina Berendt
Jo Pierson
Tammy Schellens
C3
Conferentie
2014
Student acceptance of tablet devices in secondary education: a three-wave longitudinal cross-lagged case study
Cédric Courtois
Hannelore Montrieux
Frederik De Grove
Annelies Raes
Lieven De Marez
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS IN HUMAN BEHAVIOR
2014
Teach me how to Facebook! A design based research about risk prevention on social network sites
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
C1
Conferentie
2014
Web-based collaborative inquiry to bridge gaps in secondary science education
Annelies Raes
Tammy Schellens
Bram De Wever
A1
Artikel in een tijdschrift
in
JOURNAL OF THE LEARNING SCIENCES
2014
2013
Can we increase students' motivation to learn science by means of Web-based Collaborative Inquiry?
Annelies Raes
Tammy Schellens
C3
Conferentie
2013
Considering teacher cognitions in teacher professional development : studies involving Ecuadorian primary school teachers
Maria Lucero
Martin Valcke
Tammy Schellens
Proefschrift
2013
Exploring the usefulness of school education about risks on social network sites: a survey study
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
JOURNAL OF MEDIA LITERACY EDUCATION
2013
Het gebruik van stembakjes bij peer assessment in het secundair onderwijs: hot or not?!
Hannelore Montrieux
Ellen Vanderhoven
Annelies Raes
Tammy Schellens
Nieuwsartikel
2013
In search of a synergy between multilevel scaffolding of web-based inquiry in complex classrooms
Annelies Raes
Tammy Schellens
C3
Conferentie
2013
Mobile learning in secondary education: perceptions and acceptance of tablets of teachers and pupils
Hannelore Montrieux
Cédric Courtois
Frederik De Grove
Annelies Raes
Tammy Schellens
Lieven De Marez
C1
Conferentie
2013
Privacy op sociale netwerksites: een handleiding voor leerkrachten
Boekeditor
2013
Push or pull? A longitudinal survey study on the acceptance of tablets in secondary education
Cédric Courtois
Frederik De Grove
Hannelore Montrieux
Annelies Raes
Lieven De Marez
Tammy Schellens
P1
Conferentie
2013
Teachers' beliefs and self-reported use of inquiry in science education in public primary schools
Maria Lucero
Martin Valcke
Tammy Schellens
A1
Artikel in een tijdschrift
in
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
2013
The impact of a short-term school intervention about risks on social network sites
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
C1
Conferentie
2013
2012
A holistic approach to in-service teacher training: connecting internal and external expectations
Maria Lucero-Mareydt
Martin Valcke
Tammy Schellens
C3
Conferentie
2012
A methodology to analyse training needs beyond the levels of behaviour and competencies
Maria Lucero-Mareydt
Martin Valcke
Tammy Schellens
C3
Conferentie
2012
Educating our kids about the risks of social network sites: useful or pointless?
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
C3
Conferentie
2012
Face-to-face peer assessment in secondary education: does anonymity matter?
Ellen Vanderhoven
Annelies Raes
Tammy Schellens
Hannelore Montrieux
P1
Conferentie
2012
How safe do youngsters really behave on Facebook: an observation-study
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
C3
Conferentie
2012
Researching instructional use and the technology acceptation of learning management systems by secondary school teachers
Cindy De Smet
Jeroen Bourgonjon
Bram De Wever
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2012
Scaffolding information problem solving in web-based collaborative inquiry learning
Annelies Raes
Tammy Schellens
Bram De Wever
Ellen Vanderhoven
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2012
Scripting collaboration in web-based collaborative inquiry in face-to-face classroom settings
Annelies Raes
Tammy Schellens
Bram De Wever
C3
Conferentie
2012
Scripting science inquiry learning in CSCL classrooms
Annelies Raes
Tammy Schellens
Bram De Wever
Ingo Kollar
Christof Wecker
Frank Fischer
Mike Tissenbaum
Jim Slotta
Vanessa L Peters
Nancy Songer
C1
Conferentie
2012
Sociale netwerksites: een gevaar voor jongeren?
Ellen Vanderhoven
Tammy Schellens
A4
Artikel in een tijdschrift
in
WELWIJS (LEUVEN)
2012
The impact of group setting and visual representations on secondary school students’ learning outcomes
Cindy De Smet
Tammy Schellens
Bram De Wever
Martin Valcke
C3
Conferentie
2012
The impact of web-based inquiry in secondary science education on students' motivation for science learning
Annelies Raes
Tammy Schellens
P1
Conferentie
2012
The role of education in pushing back responsabilisation: raising awareness about the risks on social network sites
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
C3
Conferentie
2012
Web-based learning environments in chemistry education
Katrien Strubbe
Hans Vanhoe
Annelies Raes
Tammy Schellens
Sven Capenberghs
C3
Conferentie
2012
2011
Assessing collaboration in a wiki: the reliability of university students' peer assessment
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
INTERNET AND HIGHER EDUCATION
2011
Educational aspects
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Verslag
2011
Hoe jongeren ondersteunen tijdens onderzoekend leren op het Web? Het belang van informatievaardigheden
Annelies Raes
Tammy Schellens
Bram De Wever
C3
Conferentie
2011
How safe do youngsters really behave on Facebook: an observation-study
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
C3
Conferentie
2011
Increasing anonymity in peer assessment using an electronic voting system
Ellen Vanderhoven
Annelies Raes
Tammy Schellens
C3
Conferentie
2011
Increasing anonymity in peer assessment using classroom response technology
Annelies Raes
Tammy Schellens
Ellen Vanderhoven
C3
Conferentie
2011
Long term study of safe internet use of young children
Martin Valcke
Bram De Wever
Hilde Van Keer
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2011
Multiple modes of scaffolding to enhance information problem solving in web-based inquiry
Annelies Raes
Tammy Schellens
Bram De Wever
Ellen Vanderhoven
C3
Conferentie
2011
Multiple modes of scaffolding to enhance web-based inquiry
Annelies Raes
Tammy Schellens
Bram De Wever
Ellen Vanderhoven
C1
Conferentie
2011
Net-generatie, feit of mythe? Kenmerken van mediagebruik van jongeren
Annelies Raes
Tammy Schellens
A4
Artikel in een tijdschrift
in
ICT EN ONDERWIJSVERNIEUWING : SCHOOLLEIDING EN BEGELEIDING (CD-ROM)
2011
Parental acceptance of digital game-based learning
Jeroen Bourgonjon
Martin Valcke
Ronald Soetaert
Bram De Wever
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2011
Report on critical design guidelines to consider when developing solutions: SPION-deliverable 7.1
Ellen Vanderhoven
Tammy Schellens
Martin Valcke
Verslag
2011
Scaffolding information problem solving in web-based inquiry learning
Annelies Raes
Tammy Schellens
Bram De Wever
C3
Conferentie
2011
Secondary schoolteachers' instructional use of learning management systems
Cindy De Smet
Jeroen Bourgonjon
Bram De Wever
Tammy Schellens
Martin Valcke
P1
Conferentie
2011
The effect of web-based collaborative inquiry on motivation for science learning in secondary education
Annelies Raes
Tammy Schellens
Bram De Wever
C3
Conferentie
2011
The role of parents, media, teachers and peers in raising the awareness of privacy-issues on social networks
Ellen Vanderhoven
Tammy Schellens
C3
Conferentie
2011
Wegwijs op het World Wide Web: ondersteunen van informatievaardigheden van jongeren
Annelies Raes
Tammy Schellens
A4
Artikel in een tijdschrift
in
ICT EN ONDERWIJSVERNIEUWING : SCHOOLLEIDING EN BEGELEIDING (CD-ROM)
2011
2010
A cross-cultural study of teacher perspectives on teacher roles and adoption of online collaborative learning in higher education
Chang Zhu
Martin Valcke
Tammy Schellens
A1
Artikel in een tijdschrift
in
EUROPEAN JOURNAL OF TEACHER EDUCATION
2010
Content analysis in asynchronous discussion groups: studying role internalization
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C3
Conferentie
2010
De impact van webgebaseerd samenwerkend onderzoeken op het leren van wetenschappen in het secundair onderwijs
Annelies Raes
Tammy Schellens
Bram De Wever
C3
Conferentie
2010
In search of teacher professional quality: state of the art of science teaching in Ecuador
Maria Lucero-Mareydt
Martin Valcke
Tammy Schellens
C3
Conferentie
2010
Roles as a structuring tool in online discussion groups: the differential impact of different roles on social knowledge construction
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMPUTERS IN HUMAN BEHAVIOR
2010
Structuring asynchronous discussion groups: comparing scripting by assigning roles with regulation by cross-age peer tutors
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
LEARNING AND INSTRUCTION
2010
Students' perceptions about the use of video games in the classroom
Jeroen Bourgonjon
Martin Valcke
Ronald Soetaert
Tammy Schellens
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2010
The impact of web-based collaborative inquiry for science learning in secondary education
Annelies Raes
Tammy Schellens
Bram De Wever
C1
Conferentie
2010
Wetenschapsonderwijs in het secundair onderwijs: samen met WISE op onderzoek binnen het World Wide Web
Annelies Raes
Tammy Schellens
Bram De Wever
A4
Artikel in een tijdschrift
in
ICT EN ONDERWIJSVERNIEUWING : SCHOOLLEIDING EN BEGELEIDING (CD-ROM)
2010
2009
A cross-cultural study of online collaborative learning
Chang Zhu
Martin Valcke
Tammy Schellens
A2
Artikel in een tijdschrift
in
MULTICULTURAL EDUCATION & TECHNOLOGY JOURNAL
2009
Chinese Students’ perceptions of an e-learning environment and factors affecting their performance: implementing a Flemish e-learning course in a Chinese educational context
Chang Zhu
Martin Valcke
Tammy Schellens
Yifei Li
A1
Artikel in een tijdschrift
in
Asia Pacific Education Review
2009
ELO's in het Vlaams secundair onderwijs: nieuw of alweer achterhaald
Cindy De Smet
Tammy Schellens
A4
Artikel in een tijdschrift
in
ADVIES & EDUCATIE (DEN HAAG)
2009
Exploring the acceptance of video games in the classroom by secondary school students
Jeroen Bourgonjon
Martin Valcke
Ronald Soetaert
Tammy Schellens
C1
Conferentie
2009
Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students’ levels of knowledge construction through social negotiation
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
Journal of Computer Assisted Learning
2009
Tagging thinking types in asynchronous discussion groups: effects on critical thinking
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
A1
Artikel in een tijdschrift
in
INTERACTIVE LEARNING ENVIRONMENTS
2009
2008
A cross-cultural study of Chinese and Flemish university students: Do they differ in learning conceptions and approaches to learning?
Chang Zhu
Martin Valcke
Tammy Schellens
A1
Artikel in een tijdschrift
in
LEARNING AND INDIVIDUAL DIFFERENCES
2008
A cross-cultural study of student learning in e-learning environments.
Martin Valcke
Chang Zhu
Tammy Schellens
C1
Conferentie
2008
A cross-cultural study of teachers' perspectives on teacher's roles and social constructivist collaborative e-learning in higher education
Chang Zhu
Martin Valcke
Tammy Schellens
C3
Conferentie
2008
A structural model of epistemological beliefs, conceptions of learning, and approaches to study of Chinese and Flemish university students
Chang Zhu
Martin Valcke
Tammy Schellens
C3
Conferentie
2008
Collaborative learning in a social constructivist e-learning environment: a cross-cultural study
Chang Zhu
Martin Valcke
Tammy Schellens
C1
Conferentie
2008
Cultural differences in the perception of a social-constructivist e-learning environment
Chang Zhu
Martin Valcke
Tammy Schellens
Redactioneel materiaal
2008
Online collaborative learning: a cross-cultural study
Chang Zhu
Martin Valcke
Tammy Schellens
Chunli Zhang
C3
Conferentie
2008
Structuring asynchronous discussion groups by introducing roles: do students act in line with assigned roles?
Bram De Wever
Tammy Schellens
Hilde Van Keer
Martin Valcke
A1
Artikel in een tijdschrift
in
SMALL GROUP RESEARCH
2008
Student learning: beliefs, conceptions, and approaches: is there a cross-cultural pattern?
Chang Zhu
Martin Valcke
Tammy Schellens
C1
Conferentie
2008
Students’ perceptions of, motivation and learning strategies in a constructivist elearning environment: comparing Cginese and Flemish university students.
Chang Zhu
Martin Valcke
Tammy Schellens
C1
Conferentie
2008
The effects of two computer-supported collaborative learning (CSCL) scripts on university students' critical thinking
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
A2
Artikel in een tijdschrift
in
PSICOLOGIA ESCOLAR E EDUCACIONAL
2008
The Relationship between epistemological beliefs, learning conceptions, and approaches to study: a cross-cultural structural model?
Chang Zhu
Martin Valcke
Tammy Schellens
A1
Artikel in een tijdschrift
in
Asia Pacific Journal of Education
2008
2007
Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
LEARNING AND INSTRUCTION
2007
Fostering university students' knowledge construction in asynchronous discussion groups by means of the use of knowledge types.
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conferentie
2007
Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics
Tammy Schellens
Hilde Van Keer
Martin Valcke
Bram De Wever
A1
Artikel in een tijdschrift
in
BEHAVIOUR & INFORMATION TECHNOLOGY
2007
Perceptions of a constructivist e-learning environment and evolvement of student motivation and learning strategies: comparing Chinese and Flemish university students
Chang Zhu
Martin Valcke
Tammy Schellens
C3
Conferentie
2007
Primary school children's safe and unsafe use of the Internet at home and at school: An exploratory study
Martin Valcke
Tammy Schellens
Hilde Van Keer
M GERARTS
A1
Artikel in een tijdschrift
in
COMPUTERS IN HUMAN BEHAVIOR
2007
Roles as structuring tool in online discussion groups: Studying students' role performance and the impact on knowledge construction.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conferentie
2007
Scripting by assigning roles: does it improve knowledge construction in asynchronous discussion groups?
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
A1
Artikel in een tijdschrift
in
INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
2007
The Use of "Knowledge Types" as Scripting Tool to Enhance Critical Thinking in Online Discussions.
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conferentie
2007
2006
About scripting: the effects of two CSCL scripts on university students' critical thinking
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conferentie
2006
Applying role assignment and self-assessment to support social knowledge construction in asynchronous discussion groups.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conferentie
2006
Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review
Bram De Wever
Tammy Schellens
Martin Valcke
Hilde Van Keer
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2006
Fostering knowledge construction in university students through asynchronous discussion groups
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMPUTERS & EDUCATION
2006
Implementing a Flemish e-learning course in the Chinese educational context: student computer literacy, learning motivation, strategies, appreciation and performance
Chang Zhu
Martin Valcke
Tammy Schellens
C3
Conferentie
2006
Investigation of learning conceptions and study approaches of Chinese and Flemish university students
Chang Zhu
Martin Valcke
Tammy Schellens
C3
Conferentie
2006
2005
Collaborative Learning and ICT: The Flemish Experiences
Martin Valcke
Katherine Chiluiza Garcia
Marijke De Smet
Bram De Wever
Tammy Schellens
Sofie Timmers
Hilde Van Keer
A2
Artikel in een tijdschrift
in
Educational Technology Magazine
2005
Collaborative learning in asynchronous discussion groups: What about the impact on cognitive processing?
Tammy Schellens
Martin Valcke
A1
Artikel in een tijdschrift
in
COMPUTERS IN HUMAN BEHAVIOR
2005
Comparing analysis schemes and applying multilevel modelling: Methodological issues in the study of the impact of role assignment in asynchronous discussion groups.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conferentie
2005
Comparing knowledge construction in two cohorts of asynchronous discussion groups with and without role assignment.
Tammy Schellens
Hilde Van Keer
Bram De Wever
Martin Valcke
C1
Conferentie
2005
Dissecting a design-based research cycle: deriving strengths and weaknesses in view of future studies.
Martin Valcke
Tammy Schellens
C1
Conferentie
2005
Een onderzoek naar de impact van rollen in asynchrone discussiegroepen: meetinstrumenten en analysetechnieken.
Bram De Wever
Hilde Van Keer
Tammy Schellens
Martin Valcke
C1
Conferentie
2005
Graduate students as peer tutors in asynchronous discussion groups: An exploration of individual tutoring styles.
Marijke De Smet
Hilde Van Keer
Bram De Wever
Martin Valcke
Tammy Schellens
C1
Conferentie
2005
Samenwerkend leren via informatie- en communicatietechnologie
Bram De Wever
Tammy Schellens
Martin Valcke
Hoofdstuk in een boek
in
Digitaal leren: ICT-toepassingen in het hoger onderwijs
2005
The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups.
Tammy Schellens
Hilde Van Keer
Martin Valcke
Bram De Wever
C1
Conferentie
2005
The impact of role assignment on knowledge construction in asynchronous discussion groups - A multilevel analysis
Tammy Schellens
Hilde Van Keer
Martin Valcke
A1
Artikel in een tijdschrift
in
SMALL GROUP RESEARCH
2005
2004
Studying in a blended learning environment: researching congruency between learning environment and student characteristics and the impact of CSCL on knowledge construction
Tammy Schellens
Martin Valcke
Proefschrift
2004
2002
Asynchrone discussiegroepen: een onderzoek naar de invloed op cognitieve kennisverwerking.
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
PEDAGOGISCHE STUDIEN
2002
Het gebruik van online discussiegroepen. Ervaringen, modellen en methoden om online discussiegroepen te evalueren.
Tammy Schellens
Martin Valcke
C1
Conferentie
2002
2000
Re-engineering conventional university education: Implications for students' learning styles
Tammy Schellens
Martin Valcke
A2
Artikel in een tijdschrift
in
DISTANCE EDUCATION
2000
Redesigning university education towards a dual mode approach: the congruency problem in relation to learning styles.
Tammy Schellens
Martin Valcke
C1
Conferentie
2000
Redesigning University towards a dual mode approach: the congruency problem.
Martin Valcke
Tammy Schellens
C1
Conferentie
2000
When student variables are the issue: what about alternative methods for materials production in a dual setting mode ?
Martin Valcke
Tammy Schellens
Hoofdstuk in een boek
in
Alternative methods of material production : Key parameters and case studies
2000
When student variables are the issue: what about alternative methods for materials production in a dual setting mode ?
Martin Valcke
Tammy Schellens
Hoofdstuk in een boek
in
Alternative methods of material production: Key parameters and case studies
2000