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 (CSCL, 2005)

Content analysis schemes to analyze transcripts of online asynchronous discussion groups: A review. - Bram de Wever; Tammy Schellens; Martin Valcke; Hilde van Keer (Comput. Educ., 2006)

The use of "knowledge types" as scripting tool to enhance critical thinking in online discussions. - Hilde van Keer; Tammy Schellens; Bram de Wever; Martin Valcke (CSCL, 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 (Behav. Inf. Technol., 2007)

Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups? - Tammy Schellens; Hilde van Keer; Bram de Wever; Martin Valcke (Int. J. Comput. Support. Collab. Learn., 2007)

Student elaborations and knowledge construction in asynchronous discussion groups in secondary education. - Tammy Schellens; Hilde van Keer; Bram de Wever; Martin Valcke (ICLS (3), 2008)

Supporting active cognitive processing in collaborative groups: The potential of Bloom's taxonomy as a labeling tool. - Martin Valcke; Bram de Wever; Chang Zhu; Craig Deed (Internet High. Educ., 2009)

Tagging thinking types in asynchronous discussion groups: effects on critical thinking. - Tammy Schellens; Hilde van Keer; Bram de Wever; Martin Valcke (Interact. Learn. Environ., 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 (J. Comput. Assist. Learn., 2009)

The impact of web-based collaborative inquiry for science learning in secondary education. - Annelies Raes; Tammy Schellens; Bram de Wever (ICLS (1), 2010)

Development of a content analysis approach for collaboration in a wiki environment. - Bram de Wever; Hilde van Keer (ICLS, 2010)

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. - Marijke De Smet; Hilde van Keer; Bram de Wever; Martin Valcke (Comput. Educ., 2010)

Internet parenting styles and the impact on Internet use of primary school children. - Martin Valcke; S. Bonte; Bram de Wever; I. Rots (Comput. Educ., 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 (Comput. Hum. Behav., 2010)

Orchestrating CSCL - More Than a Metaphor? - Ingo Kollar; Raija Hämäläinen; Michael A. Evans; Bram de Wever; Carlo Perrotta (CSCL, 2011)

Multiple modes of scaffolding to enhance web-based inquiry. - Annelies Raes; Tammy Schellens; Bram de Wever; Ellen Vanderhoven (CSCL, 2011)

Parental acceptance of digital game-based learning. - Jeroen Bourgonjon; Martin Valcke; Ronald Soetaert; Bram de Wever; Tammy Schellens (Comput. Educ., 2011)

Long-term study of safe Internet use of young children. - Martin Valcke; Bram de Wever; Hilde van Keer; Tammy Schellens (Comput. Educ., 2011)

Assessing collaboration in a wiki: The reliability of university students' peer assessment. - Bram de Wever; Hilde van Keer; Tammy Schellens; Martin Valcke (Internet High. Educ., 2011)

Scripting Science Inquiry Learning in CSCL Classrooms. - Annelies Raes; Tammy Schellens; Bram de Wever; Ingo Kollar; Christof Wecker; Frank Fischer 001; Mike Tissenbaum; Jim Slotta; Vanessa L. Peters; Nancy Butler Songer (ICLS, 2012)

Scaffolding information problem solving in web-based collaborative inquiry learning. - Annelies Raes; Tammy Schellens; Bram de Wever; Ellen Vanderhoven (Comput. Educ., 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 (Comput. Educ., 2012)

Structuring the PA Process: Impact on Feedback Quality. - Mario Gielen; Bram de Wever (CSCL (2), 2013)

The Added Value of Scaffolding the Self and Peer Assessment Process in a Wiki-Based CSCL-Environment in Higher Education. - Mario Gielen; Bram de Wever (CSCL (2), 2013)

Enhancing Pre-Service History Teachers' Historical Reasoning Through a Computer-Supported Collaboration Script. - Michiel Voet; Bram de Wever (CSCL (2), 2013)

Supporting Students' Historical Reasoning Through a Collaboration Script. - Michiel Voet; Bram de Wever (CSCL (2), 2013)

Vocational education approach: New TEL settings - new prospects for teachers' instructional activities? - Raija Hämäläinen; Bram de Wever (Int. J. Comput. Support. Collab. Learn., 2013)

Curricular Design Analysis: A Data-Driven Perspective. - Gonzalo Méndez 002; Xavier Ochoa 001; Katherine Chiluiza; Bram de Wever (J. Learn. Anal., 2014)

Scripting the role of assessor and assessee in peer assessment in a wiki environment: Impact on peer feedback quality and product improvement. - Mario Gielen; Bram de Wever (Comput. Educ., 2015)

Education and working life: VET adults' problem-solving skills in technology-rich environments. - Raija Hämäläinen; Bram de Wever; Antero Malin; Sebastiano Cincinnato (Comput. Educ., 2015)

Structuring peer assessment: Comparing the impact of the degree of structure on peer feedback content. - Mario Gielen; Bram de Wever (Comput. Hum. Behav., 2015)

A wiki task for first-year university students: The effect of scripting students' collaboration. - Bram de Wever; Raija Hämäläinen; Michiel Voet; Mario Gielen (Internet High. Educ., 2015)

Structuring the peer assessment process: a multilevel approach for the impact on product improvement and peer feedback quality. - Mario Gielen; Bram de Wever (J. Comput. Assist. Learn., 2015)

Differential impact of learning path based versus conventional instruction in science education. - Cindy De Smet; Bram de Wever; Tammy Schellens; Martin Valcke (Comput. Educ., 2016)

Promoting metacognitive regulation through collaborative problem solving on the web: When scripting does not work. - Annelies Raes; Tammy Schellens; Bram de Wever; Dries F. Benoit (Comput. Hum. Behav., 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 (Interact. Learn. Environ., 2016)

Players' perspectives on the positive impact of video games: A qualitative content analysis of online forum discussions. - Jeroen Bourgonjon; Geert Vandermeersche; Bram de Wever; Ronald Soetaert; Martin Valcke (New Media Soc., 2016)

CSCL and Vocational Education: A Bond Worthy of Investigation? - Beat Schwendimann; Bram de Wever; Raija Hämäläinen; Alberto A. P. Cattaneo (CSCL, 2017)

Towards a differentiated and domain-specific view of educational technology: An exploratory study of history teachers' technology use. - Michiel Voet; Bram de Wever (Br. J. Educ. Technol., 2017)

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. - Ngoc Thuy Thi Thai; Bram de Wever; Martin Valcke (Comput. Educ., 2017)

Collaborative Writing in Higher Education: Investigating the Implementation of CSCL Tools and the Role of Prior Individual Experiences and Preferences. - Nore de Grez; Bram de Wever (ICLS, 2018)

Quantifying Collaboration in Synchronous Document Editing. - Adrian Pace; Louis Baligand; Stian Håklev; Jennifer K. Olsen 001; Nore de Grez; Bram de Wever (SwissText, 2018)

The design of blended learning in response to student diversity in higher education: Instructors' views and use of differentiated instruction in blended learning. - Ruth Boelens; Michiel Voet; Bram de Wever (Comput. Educ., 2018)

Lifelong learning: Formal, non-formal and informal learning in the context of the use of problem-solving skills in technology-rich environments. - Henrik Nygren; Kari Nissinen; Raija Hämäläinen; Bram de Wever (Br. J. Educ. Technol., 2019)

What makes the difference - PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults. - Raija Hämäläinen; Bram de Wever; Kari Nissinen; Sebastiano Cincinnato (Comput. Educ., 2019)

Face-to-face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. - Ngoc Thuy Thi Thai; Bram de Wever; Martin Valcke (J. Comput. Assist. Learn., 2020)

Scripting as a pedagogical method to guide collaborative writing: university students' reflections. - Kirsi Heinonen; Nore de Grez; Raija Hämäläinen; Bram de Wever; Sophie van der Meijs (Res. Pract. Technol. Enhanc. Learn., 2020)

Feedback: an important key in the online environment of a flipped classroom setting. - Ngoc Thuy Thi Thai; Bram de Wever; Martin Valcke (Interact. Learn. Environ., 2023)

Dodona: Learn to code with a virtual co-teacher that supports active learning. - Charlotte Van Petegem; Rien Maertens; Niko Strijbol; Jorg Van Renterghem; Felix Van der Jeugt; Bram de Wever; Peter Dawyndt; Bart Mesuere (SoftwareX, 2023)

Mining patterns in syntax trees to automate code reviews of student solutions for programming exercises. - Charlotte Van Petegem; Kasper Demeyere; Rien Maertens; Niko Strijbol; Bram de Wever; Bart Mesuere; Peter Dawyndt (CoRR, 2024)

Reproducing Predictive Learning Analytics in CS1: Toward Generalizable and Explainable Models for Enhancing Student Retention. - Denis Zhidkikh; Ville Heilala; Charlotte Van Petegem; Peter Dawyndt; Miitta Järvinen; Sami Viitanen; Bram de Wever; Bart Mesuere; Vesa Lappalainen; Lauri Kettunen; Raija Hämäläinen (J. Learn. Anal., 2024)

Using eye tracking to support professional learning in vision-intensive professions: a case of aviation pilots. - Raija Hämäläinen; Bram de Wever; Katriina Sipiläinen; Ville Heilala; Arto Helovuo; Sami Lehesvuori; Miitta Järvinen; Jouni Helske; Tommi Kärkkäinen (Educ. Inf. Technol., 2024)