Mariane Frenay

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Building Teaching Capacities in Universities: A Comprehensive International Model

Alenoush Saroyan, Mariane Frenay, 2010 .

Chicken or the Egg: Longitudinal Analysis of the Causal Dilemma between Goal Orientation, Self-Regulation and Learning Strategies in Higher Education

Mariane Frenay, Mikaël De Clercq, Benoît Galand, 2011 .

Mariane Frenay, Efua Nyuitor Amenyah, Etienne Bourgeois, 2010 .

Project- and problem- based learning in the engineering curriculum at the University of Louvain

Benoît Raucent, Mariane Frenay, Elie Milgrom, 2007 .

Understanding academic failure among the first entrance university students for promoting academic achievement

Mariane Frenay, Kathleen Bentein, Benoît Galand, 2003 .

Building teaching capacities in higher education : a comprehensive international model

Alenoush Saroyan, Mariane Frenay, 2010 .

Constructivist learning: operational criteria for cognitive flexibility

Vu Minh Chieu, Mariane Frenay, Elie Milgrom, 2004, IEEE International Conference on Advanced Learning Technologies, 2004. Proceedings..

Faculty development across Europe and Canada : Comparisons of five case studies

Alenoush Saroyan, Mariane Frenay, 2010 .

Exploring the concept of `self-directedness in learning`. Theoretical approaches from adult education

Isabel Raemdonck, Mariane Frenay, 2011 .

Impact of students' perception of the learning environment on schooling engagement in vocational and technical secondary education

Mariane Frenay, Benoît Galand, Gentiane Boudrenghien, 2006 .

Impact of students' perception of the learning environment on the use of self-regulated learning strategies in higher education

Mariane Frenay, Benoît Galand, Etienne Bourgeois, 2003 .

Faculty development in Belgian universities

Mieke Clement, Mariane Frenay, 2010 .

Workers’ motivation to learn and develop and their learning intentions: Does age matter?

Isabel Raemdonck, Nané Kochoian, Mariane Frenay, 2014 .

Instructional and motivational influences on deep learning: contrasting theoritical models in higher education

Mariane Frenay, Benoît Galand, Etienne Bourgeois, 2003 .

Change in student skills following the implementation of a PBL curriculum

Mariane Frenay, Benoît Galand, Etienne Bourgeois, 2005 .

PhD success and drop out under the lens of the self-determination theory

Olivier Klein, Mariane Frenay, Benoît Galand, 2014 .

Promoting transfer through authentic situated learning and teaching

Léopold Paquay, Mariane Frenay, Rolland Viau, 2000 .

Exploring the concept of ‘self-directedness in learning’: Theoretical approaches and measurement in adult education literature

Isabel Raemdonck, Mariane Frenay, Julien Balasse, 2013 .

Evaluating a Problem/Project Based Learning Programme at the Engineering Faculty of UCL

Benoît Raucent, Mariane Frenay, Auguste Laloux, 2002 .

Evaluation de l'impact d'une réforme pédagogique : Candi 2000

Mariane Frenay, Benoît Galand, Etienne Bourgeois, 2004 .

Etudier l'impact de l'APP : une méthode et des instruments

Mariane Frenay, Benoît Galand, 2005 .

Conceptions and approaches of doctoral supervision: how to help doctoral supervisors improve their supervision skills

Pascale Wouters, Mariane Frenay, Jorge Valenzuela, 2010 .

Faculty involvement in teaching tasks within a changing curriculum context: role of institutional supportive context

Pascale Wouters, Mariane Frenay, Benoît Galand, 2003 .

Study choice, perceived instrumentaly, and achievement of 1st year university students

Mariane Frenay, Benoît Galand, Etienne Bourgeois, 2005 .

Effectiveness of problem-based learning in engineering education: a comparative study on three levels of knowledge structure

Benoît Raucent, Mariane Frenay, Benoît Galand, 2012 .

Antecedents of Older Workers’ Commitment in Work-Related Learning Goals

Isabel Raemdonck, Mariane Frenay, Caroline Meurant, 2012 .

Evaluation of a teacher program in a French-Belgian university: the use of teaching portfolios

Pascale Wouters, Mariane Frenay, Etienne Bourgeois, 2005 .

Educational Development Support of University Teachers: Using an Original Conceptual Framework

Anette Kolmos, Mieke Clement, Jean-Jacques Paul, 2010 .

A review of motivational constructs in learning and training transfer

Isabel Raemdonck, Mariane Frenay, Anne Jacot, 2015 .

Misfits between doctoral students and their supervisors: (How) are they regulated?

Olivier Klein, Mariane Frenay, Benoît Galand, 2016 .

The impact of a PBL curriculum on students' motivation and self-regulation

Mariane Frenay, Benoît Galand, M. Frenay, 2005 .

Engineering students' self-regulation, study strategies, and motivational believes in traditional and problem-based curricula

Mariane Frenay, Benoît Raucent, Benoît Galand, 2010 .

Task Value, Self-Efficacy and Goal Orientations: Impact on self-regulated learning, choice and performance among university students

Mariane Frenay, M. Frenay, S. Neuville, 2007 .