Bram de Wever

发表

Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation

Tammy Schellens, Martin Valcke, Bram de Wever, 2009, J. Comput. Assist. Learn..

Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review

Tammy Schellens, Martin Valcke, Bram de Wever, 2006, Comput. Educ..

Scaffolding information problem solving in web-based collaborative inquiry learning

Annelies Raes, Tammy Schellens, Bram de Wever, 2012, Comput. Educ..

Internet parenting styles and the impact on Internet use of primary school children

Martin Valcke, Bram de Wever, S. Bonte, 2010, Comput. Educ..

Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

Tammy Schellens, Martin Valcke, Bram de Wever, 2010, Comput. Hum. Behav..

Quantifying Collaboration in Synchronous Document Editing

Stian Håklev, Jennifer K. Olsen, Bram de Wever, 2018, SwissText.

Vocational education approach 1 Vocational education approach : New TEL settings — new prospects for teachers ’ instructional activities ?

Bram de Wever, Raija Hämäläinen, B. Wever, 2015 .

Structuring the PA Process: Impact on Feedback Quality

Bram de Wever, Mario Gielen, 2013, CSCL.

The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions

Tammy Schellens, Martin Valcke, Bram de Wever, 2007, CSCL.

Tagging thinking types in asynchronous discussion groups: effects on critical thinking

Tammy Schellens, Martin Valcke, Bram de Wever, 2009, Interact. Learn. Environ..

The impact of role assignment as scripting tool on knowledge construction in asynchronous discussion groups

Tammy Schellens, Martin Valcke, Bram de Wever, 2005, CSCL.

Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

Tammy Schellens, Martin Valcke, Bram de Wever, 2012, Comput. Educ..

Players’ perspectives on the positive impact of video games: A qualitative content analysis of online forum discussions

Martin Valcke, Bram de Wever, Jeroen Bourgonjon, 2016, New Media Soc..

Development of a content analysis approach for collaboration in a wiki environment

Bram de Wever, Hilde van Keer, 2010, ICLS.

Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality

Bram de Wever, Mario Gielen, B. Wever, 2015, J. Comput. Assist. Learn..

Parental acceptance of digital game-based learning

Tammy Schellens, Martin Valcke, Bram de Wever, 2011, Comput. Educ..

The Added Value of Scaffolding the Self and Peer Assessment Process in a Wiki-Based CSCL-Environment in Higher Education

Bram de Wever, Mario Gielen, 2013, CSCL.

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

Tammy Schellens, Martin Valcke, Bram de Wever, 2007, Int. J. Comput. Support. Collab. Learn..

Enhancing Pre-Service History Teachers' Historical Reasoning Through a Computer-Supported Collaboration Script

Bram de Wever, Michiel Voet, 2013, CSCL.

Supporting Students' Historical Reasoning Through a Collaboration Script

Bram de Wever, Michiel Voet, 2013, CSCL.

Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work

Annelies Raes, Tammy Schellens, Bram de Wever, 2016, Comput. Hum. Behav..

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement

Bram de Wever, Mario Gielen, B. Wever, 2015, Comput. Educ..

Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers' technology use

Bram de Wever, Michiel Voet, B. Wever, 2017, Br. J. Educ. Technol..

Long-term study of safe Internet use of young children

Tammy Schellens, Martin Valcke, Bram de Wever, 2011, Comput. Educ..

The design and implementation of learning paths in a learning management system

Tammy Schellens, Martin Valcke, Bram de Wever, 2016, Interact. Learn. Environ..

Student elaborations and knowledge construction in asynchronous discussion groups in secondary education

Tammy Schellens, Martin Valcke, Bram de Wever, 2008, ICLS.

What makes the difference - PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults

Sebastiano Cincinnato, Kari Nissinen, Bram de Wever, 2019, Comput. Educ..

Cross-age peer tutors in asynchronous discussion groups: Exploring the impact of three types of tutor training on patterns in tutor support and on tutor characteristics

Martin Valcke, Bram de Wever, Hilde van Keer, 2010, Comput. Educ..

CSCL and Vocational Education: A Bond Worthy of Investigation?

Bram de Wever, Raija Hämäläinen, Beat Schwendimann, 2017, CSCL.

Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content

Bram de Wever, Mario Gielen, B. Wever, 2015, Comput. Hum. Behav..

The impact of a flipped classroom design on learning performance in higher education: Looking for the best "blend" of lectures and guiding questions with feedback

Martin Valcke, Bram de Wever, Ngoc Thuy Thi Thai, 2017, Comput. Educ..

The impact of web-based collaborative inquiry for science learning in secondary education

Annelies Raes, Tammy Schellens, Bram de Wever, 2010, ICLS.

Differential impact of learning path based versus conventional instruction in science education

Tammy Schellens, Martin Valcke, Bram de Wever, 2016, Comput. Educ..

The design of blended learning in response to student diversity in higher education: Instructors' views and use of differentiated instruction in blended learning

Bram de Wever, Michiel Voet, Ruth Boelens, 2018, Comput. Educ..

Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics

Tammy Schellens, Martin Valcke, Bram de Wever, 2007, Behav. Inf. Technol..