Publications

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Experts speaking: Crucial teacher attributes for implementing blended learning in higher education Vrije Universiteit Brussel

Bram Bruggeman, Jo Tondeur, Katrien Struyven, Bram Pynoo, Anja Garone, Silke Vanslambrouck
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 ...

Predicting adolescent gender role attitudes : Socio-demographic characteristics, family context, and school peer gender culture Vrije Universiteit Brussel

Myriam Halimi, Els Consuegra, Katrien Struyven, Nadine Engels
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 ...

Powerful learning environments in secondary vocational education: towards a shared understanding Vrije Universiteit Brussel

Inge Plackle, Karen D. Konings, Katrien Struyven, Arno Libotton, Jeroen J. G. van Merrienboer, Nadine Engels

Stakeholders in vocational education have difficulties communicating and collaborating on the design of education because they often lack a shared understanding of what constitutes effective student learning. The aim of this study is to investigate whether the perspectives of teacher educators, teachers and students on good education in vocational education are aligned with what literature says about Powerful Learning Environments (PLEs) and ...

Exploring the interrelationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI): A systematic review Vrije Universiteit Brussel

Julia Griful Freixenet, Katrien Struyven, Wendelien Vantieghem, Esther Gheyssens
A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and DI interrelationship were identified: 1) The complementary interrelationship between UDL and DI, ...

A teachers' professional development programme to implement differentiated instruction in secondary education: How far do teachers reach? Vrije Universiteit Brussel

Katrien Struyven

This study explores how four teacher teams introduced differentiated instruction into their practice. It draws on Tomlinson’s conceptualisation of differentiated instruction to respond to diversity in their classroom. The aim of this study is to document to which extent participating teachers achieved in doing so. A participatory action research design was set up. First teachers were trained to respond to heterogeneity aided by a tailor-made ...

Experts' Insights About Blended Learning Implementation Vrije Universiteit Brussel

Bram Bruggeman, Jo Tondeur, Bram Pynoo, Katrien Struyven
Higher education already values blended learning as an alternative way of teaching and learning for various reasons. Nonetheless, the implementation of blended learning remains a challenging and difficult process. Many (f)actors play a role, ranging from policies and organizational culture (e.g. ICT policy plan, professionalization strategies, leadership style) to different personal teacher aspects such as ICT literacy, teaching style, openness ...

Investigating the Relationship between Success Factors and Student Participation in Online and Blended Learning in Adult Education: A Pilot Study Vrije Universiteit Brussel

Yves Blieck, Chang Zhu, Katrien Struyven, Bram Pynoo, Koen De Pryck

Online and blended learning (OBL) is valued, but it also offers challenges. Literature indicates that OBL can enhance access to education and increase flexibility for students. However, the reported dropout rates indicate that student participation in OBL programmes is a concern. Scientifically valid knowledge about how factors that help students participate in OBL are related to student participation is necessary for quality improvement of ...

Pre-service teachers as members of a collaborative teacher research team Vrije Universiteit Brussel

Vicky Willegems, Els Consuegra, Katrien Struyven, Nadine Engels
In this study the development of five pre-service teachers' perspectives on their roles as extended professionals in collaborative teacher research is investigated. A multiple case study focuses on three categories of pre-service teachers' perceptions: teacher collaboration, teacher research and pupil-orientation. Results reveal a positive, but complex, development of pre-service teachers' views on engaging in inquiry, becoming a team member and ...