Tijs Rotsaert
Datos Biográficos
| ID | 6508727 |
|---|---|
| NOMBRE | Tijs Rotsaert |
| NOMBRES | Tijs |
| APELLIDO | Rotsaert |
| FIRMA | ROTSAERT T |
| AFILIACIONES | Ghent University |
| ORCID | 0000-0001-7946-2096 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 12 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 12 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Play-Based Learning in Early Childhood Education
Mapping teacher education strategies to develop digital competence targets
Collaborative Design Through Authentic Design Challenges
Collaborative design is recognized as a promising approach to strengthening preservice teachers’ digital competence, yet its potential when design tasks approximate the complexities of classroom practice remains underexplored. This mixed-methods study investigated a Synthesis of Qualitative Evidence (SQD)-aligned collaborative design course in which 23 final-year preservice secondary mathematics teachers, organized in six teams, spent ten weeks d…
A Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self‐Efficacy
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. …
Designing Dialogic Peer Feedback in Collaborative Learning
As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, compari…
Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics
Supporting Teacher Redesign Teams
In order to achieve educational changes, professional development initiatives are needed. Recently more emphasis is placed on methods in which teachers are engaged in collaborative discourse. One potential strategy for this is the use of Teacher redesign Teams (TrDT), in which the support of an academic developer is imperative for its effectiveness. Previous studies show diversified findings on role categorization and role uptake of academic deve…
Towards a Framework for a Nation-Wide Implementation of Augmented, Virtual and Mixed Reality in K-12 Technical and Vocational Education
As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these obstacles are being tackled in Flanders (Belgium) via a large-scale, nation-wide framework for the impl…
The supporting role of learning analytics for a blended learning environment
Peer assessment use, its social nature challenges and perceived educational value
How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders
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How do students perceive the educational value of peer assessment in relation to its social nature? A survey study in Flanders
Peer assessment use, its social nature challenges and perceived educational value
The supporting role of learning analytics for a blended learning environment
Supporting Teacher Redesign Teams
In order to achieve educational changes, professional development initiatives are needed. Recently more emphasis is placed on methods in which teachers are engaged in collaborative discourse. One potential strategy for this is the use of Teacher redesign Teams (TrDT), in which the support of an academic developer is imperative for its effectiveness. Previous studies show diversified findings on role categorization and role uptake of academic deve…
Towards a Framework for a Nation-Wide Implementation of Augmented, Virtual and Mixed Reality in K-12 Technical and Vocational Education
As augmented, virtual and mixed reality have become more user-friendly and affordable, these technologies gained increasing interest from education. Teachers all over the world are triggered by the perceived benefits and start experimenting. However, teachers encounter obstacles to pursue effective implementation. This paper describes how these obstacles are being tackled in Flanders (Belgium) via a large-scale, nation-wide framework for the impl…
Designing Dialogic Peer Feedback in Collaborative Learning
As technology continues to reshape education, the integration of peer feedback (PF) is increasingly recognized as a key element in promoting student collaboration and learning. This design study tracks the development and implementation of the Thinq Tank tool, which is aimed at facilitating dialogic PF within computer-supported collaborative-inquiry learning (CSCiL) environments. The research was conducted through three design iterations, compari…
Supporting students’ basic psychological needs and satisfaction in a blended learning environment through learning analytics
Collaborative Design Through Authentic Design Challenges
Collaborative design is recognized as a promising approach to strengthening preservice teachers’ digital competence, yet its potential when design tasks approximate the complexities of classroom practice remains underexplored. This mixed-methods study investigated a Synthesis of Qualitative Evidence (SQD)-aligned collaborative design course in which 23 final-year preservice secondary mathematics teachers, organized in six teams, spent ten weeks d…
A Sequencing Effect of Adding Generative Learning Strategies to Immersive Virtual Reality on Middle School Students' Performance, Intrinsic Motivation, and Self‐Efficacy
Fostering pre-service teachers' classroom management knowledge, self-efficacy, and professional vision
This study examines how concise (CG) versus elaborate expert feedback (IG) in online video analysis impacts pre-service teachers' knowledge, self-efficacy, and professional vision of classroom management. CG participants showed greater improvement in professional vision than IG participants. Participants’ knowledge only improved in the IG. Feedback perceptions fully mediated the association between feedback content and self-efficacy development. …
Play-Based Learning in Early Childhood Education
Mapping teacher education strategies to develop digital competence targets
Computer Science (8 obras) · Psychology (8 obras) · Mathematics education (6 obras) · Educational technology (4 obras) · Perception (4 obras) · Qualitative research (4 obras) · Social Psychology (4 obras) · Student Assessment and Feedback (4 obras) · Teacher Education and Leadership Studies (4 obras) · Knowledge management (3 obras)