Zobrazeno 1 - 4
of 4
pro vyhledávání: '"Fanny Buysschaert"'
Autor:
Lize Vanderstraeten, Fanny Buysschaert, Viktor De Mulder, Delphine François, Laure Janssens, Ann Maes, Grégory Maes, Elke Minnaert, Evelien Opdecam
Publikováno v:
European Conference on Games Based Learning. 16:588-596
Various difficulties characterise students’ adaptation to university. It is crucial to engage first-year students from the first moment of university entrance, to support their transition from secondary to higher education, and to facilitate their
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::84f03b1edbd6d0ff7b4fbd1fa88192f2
https://doi.org/10.34190/ecgbl.16.1.672
https://doi.org/10.34190/ecgbl.16.1.672
Autor:
Wim Beyers, Fanny Buysschaert, Branko Vermote, Maarten Vansteenkiste, Nathalie Aelterman, Leen Aper
Publikováno v:
Motivation and Emotion. 44:270-294
Although different measures for (de)motivating teaching are available for primary and secondary education, a fine-grained instrument to assess a variety of motivating and demotivating teaching practices in higher education is lacking. Adopting a Self
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::ba815f12f7de4321b7b9e5b95cc9a253
https://doi.org/10.1007/s11031-020-09827-5
https://doi.org/10.1007/s11031-020-09827-5
Autor:
Fanny Buysschaert, Evelien Opdecam
Publikováno v:
ICERI Proceedings.
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::347416721497c91580ecc041256e85d2
https://doi.org/10.21125/iceri.2019.1028
https://doi.org/10.21125/iceri.2019.1028
Publikováno v:
Research in Higher Education.
This study investigates students’ preference for team learning and its effectiveness, compared to lecture-based learning. A quasi-experiment was set up in a financial accounting course in the first-year undergraduate of the Economics and Business A
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_________::2d284b70cdce1ed4e5cce7f81bd4fd3a
https://doi.org/10.1007/s11162-013-9315-6
https://doi.org/10.1007/s11162-013-9315-6