Annelies Raes
Biographic Data
| ID | 3941256 |
|---|---|
| NAME | Annelies Raes |
| GIVEN NAMES | Annelies |
| FAMILY NAME | Raes |
| SIGNATURE | RAES A |
| AFFILIATIONS | KU Leuven |
| ORCID | 0000-0001-9237-9385 |
| VERIFIED | Yes |
| TOTAL WORKS | 15 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 15 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Mapping teacher education strategies to develop digital competence targets: A cross-framework analysis
The Relationship Between Personality and Flow: A Meta‐Analysis
OBJECTIVE: This meta-analysis explores the relationship between Big Five personality traits and flow. It also examines the moderating roles of demographic factors (i.e., gender and age), cultural differences, contextual variations, flow dimensions, and the instruments used to assess personality and flow. METHOD: A systematic search was conducted across ProQuest, Scopus, and Web of Science, identifying 24 eligible studies reporting associations be…
Co-producing knowledge in and about education by combining collaborative ethnography and abductive reasoning
Transdisciplinary projects can facilitate the development of legitimate answers to grand societal problems, leading to new insights. Within the context of inclusive education, designing and developing schooling for all affects society, research and practice, and benefits from the co-production of knowledge with both academic and non-academic stakeholders. Nevertheless, comprehensive methodological descriptions of transdisciplinary projects in edu…
Personality differences in flow experience during collaborative problem solving in work teams
Towards tailored cognitive support in augmented reality assembly work instructions
High-stake student drop-out prediction using hidden Markov models in fully asynchronous subscription-based Moocs
Assessing verbal interaction of adult learners in computer‐supported collaborative problem solving
The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non‐verbal (ie, pitch) aspect…
Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation …
Fostering students’ motivation towards learning research skills: The role of autonomy, competence and relatedness support
Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter
The global pandemic forced us to rethink education to fight Covid-19 and apply social distancing during lectures. Luckily, we could rely on earlier research into distance education in general, and more specifically, into synchronous hybrid learning. During synchronous hybrid learning both on-site and remote students are connected and taught synchronously in what we call at our university the 'hybrid classroom' or 'hybrid lecture hall'. In order t…
The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations
An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends
A systematic literature review on synchronous hybrid learning: Gaps identified
Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes
Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education
Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable social effects. It was hypothesized that modes of peer assessment that provide an increased anonymity w…
Increasing anonymity in peer assessment by using classroom response technology within face-to-face higher education
Peer assessment is becoming more popular in higher education, however it often goes together with undesirable social effects like peer pressure and favoritism, especially when students need to evaluate peers in a face-to-face setting. The present study was set up to investigate increased anonymity in peer assessment to counter these undesirable social effects. It was hypothesized that modes of peer assessment that provide an increased anonymity w…
A systematic literature review on synchronous hybrid learning: Gaps identified
Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes
An overview of 25 years of research on digital personalised learning in primary and secondary education: A systematic review of conceptual and methodological trends
Exploring Student and Teacher Experiences in Hybrid Learning Environments: Does Presence Matter
The global pandemic forced us to rethink education to fight Covid-19 and apply social distancing during lectures. Luckily, we could rely on earlier research into distance education in general, and more specifically, into synchronous hybrid learning. During synchronous hybrid learning both on-site and remote students are connected and taught synchronously in what we call at our university the 'hybrid classroom' or 'hybrid lecture hall'. In order t…
The Charm or Chasm of Digital Personalized Learning in Education: Teachers’ Reported Use, Perceptions and Expectations
Tinkering the Teacher–Technology Nexus: The Case of Teacher- and Technology-Driven Personalisation
Teacher-driven personalisation can be challenging to facilitate, especially in large heterogeneous classes and during demanding courses. Because of the growing digitalisation, more possibilities arise towards technology-driven personalisation. Nonetheless, little is known about how teachers interact with or implement digital personalised learning (DPL) tools in the classroom. This study explores two research questions: (RQ1) what personalisation …
Fostering students’ motivation towards learning research skills: The role of autonomy, competence and relatedness support
Towards tailored cognitive support in augmented reality assembly work instructions
High-stake student drop-out prediction using hidden Markov models in fully asynchronous subscription-based Moocs
Assessing verbal interaction of adult learners in computer‐supported collaborative problem solving
The objective of this study is to explore new ways of assessing collaborative problem solving (CPS) processes based on different modalities of audio data and their combination. The data collection took place in an educational lab setting during an experiment with adult teams from professional contexts who collaboratively solved multiple problems as part of a CPS training. From audio data, both verbal (ie, speech) and non‐verbal (ie, pitch) aspect…
Co-producing knowledge in and about education by combining collaborative ethnography and abductive reasoning
Transdisciplinary projects can facilitate the development of legitimate answers to grand societal problems, leading to new insights. Within the context of inclusive education, designing and developing schooling for all affects society, research and practice, and benefits from the co-production of knowledge with both academic and non-academic stakeholders. Nevertheless, comprehensive methodological descriptions of transdisciplinary projects in edu…
Personality differences in flow experience during collaborative problem solving in work teams
Mapping teacher education strategies to develop digital competence targets: A cross-framework analysis
The Relationship Between Personality and Flow: A Meta‐Analysis
OBJECTIVE: This meta-analysis explores the relationship between Big Five personality traits and flow. It also examines the moderating roles of demographic factors (i.e., gender and age), cultural differences, contextual variations, flow dimensions, and the instruments used to assess personality and flow. METHOD: A systematic search was conducted across ProQuest, Scopus, and Web of Science, identifying 24 eligible studies reporting associations be…
Psychology (12 works) · Computer Science (8 works) · Mathematics education (8 works) · Innovative Teaching and Learning Methods (5 works) · Pedagogy (5 works) · Social Psychology (5 works) · Online Learning and Analytics (4 works) · Artificial Intelligence (3 works) · Digital literacy in education (3 works) · Artificial Intelligence (2 works)