0000000000223564
AUTHOR
Bram De Wever
showing 9 related works from this author
VET workers’ problem-solving skills in technology-rich environments: European approach
2014
International journal for research in vocational education and training 1 (2014) 1, S. 57-80
Scripting as a pedagogical method to guide collaborative writing : university students' reflections
2020
A collaboration script is a set of instructions used to improve collaborative learning among students in technology-enhanced environments. Previously, university students’ perspective has been under-represented in the study on collaboration scripts. In this article, we focus on understanding students’ experiences in a scripted collaborative writing task, especially from the perspective of following the script. The study was conducted among undergraduate students (N = 91) taking a master-level educational science course at one university each in Finland and Belgium. Divided into 25 groups, each with three to five members, the students worked on collaborative writing tasks. During their share…
A wiki task for first-year university students : the effect of scripting students' collaboration
2015
Abstract This study investigates the effect of a collaboration script - i.e. a set of instructions to improve collaboration between learning partners - for a wiki task. Participants were first-year university students in Educational Sciences ( N = 186) collaborating in groups of five during a three-week period to create a wiki on peer assessment in education. Two conditions were contrasted: a scripted and a non-scripted condition. The effect of scripting was measured in four ways (questionnaires, log-file analyses, group product scores, and individual pre–post-test scores). Results show significant positive effects of scripting with respect to the collaborative group processes and students…
Understanding adults’ strong problem-solving skills based on PIAAC
2017
Purpose Research has shown that the problem-solving skills of adults with a vocational education and training (VET) background in technology-rich environments (TREs) are often inadequate. However, some adults with a VET background do have sound problem-solving skills. The present study aims to provide insight into the socio-demographic, work-related and everyday life factors that are associated with a strong problem-solving performance. Design/methodology/approach The study builds on large-scale data of the Programme for the International Assessment of Adult Competencies (PIAAC) and gives insight into VET adults (N = 12,929) with strong problem-solving skills in 11 European countries. Find…
Education and working life: VET adults' problem-solving skills in technology-rich environments
2015
The rapidly-advancing technological landscape in the European workplace is challenging adults' problem-solving skills. Workers with vocational education and training need flexible abilities to solve problems in technology-rich work settings. This study builds on Finnish PIAAC data to understand adults' (N?=?4503) skills for solving problems in technology-rich environments. The results indicate the critical issue that more than two thirds of adults with vocational education and training have weak skills or lack the skills in solving problems in technology-rich environments and that more than one fifth of these adults are at risk. Furthermore, this study indicates that the likelihood of havin…
The state-of-the-art of collaborative technologies for initial vocational education : a systematic literature review
2018

 
 
 Future workplaces require collaboration skills in which members of different work communities use technologies to solve complex problems. Vocational education and training (VET) programs need to meet the challenge to prepare students to be part of a competent workforce. Particularly initial vocational education is under pressure to develop learners’ collaboration skills and abilities. To date, however, no attempt has been made to perform a comprehensive review of the use of computer-supported collaborative learning (CSCL) technologies across different vocational education settings to account for contextual factors of VET. In this systematic review, 26 published studies …
It’s Not Only What You Say, But How You Say It : Investigating the Potential of Prosodic Analysis as a Method to Study Teacher’s Talk
2018
In this study, we introduce new insights into prosodic analyses as an emerging method to study what happens in classrooms interactions. We claim that the prosodic aspects (features of speech such as intonation, volume and pace) of talk are important, but under-represented in the learning sciences. These prosodic aspects may be used to complement, intensify or even reverse the linguistic content of speech. Thus far, most research on classrooms has focused on the content (what is said) rather than on understanding the meaning of the prosodic features (how it is said) of talk. In this study, we introduce prosodic analyses as a method to study classroom discussions. Our exploratory experiment f…
What makes the difference : PIAAC as a resource for understanding the problem-solving skills of Europe's higher-education adults
2019
The ever-evolving technological landscape is challenging adults' problem-solving skills. The central goal of higher education (HE) is to guarantee a high level of know-how, which is in line with the changing demands of technology at work and in everyday life. This study builds on European data from the Programme for the International Assessment of Adult Competencies (PIAAC) to understand adults' (N = 53,407) skills for solving problems in technology-rich environments. The study provides insight into the socio-demographic, work-related, and everyday factors that are associated with a strong and a weak problem-solving performance. The results indicate that HE adults stand out from adults with…
Vocational education approach: New TEL settings—new prospects for teachers' instructional activities?
2013
This study focuses on vocational education teachers’ instructional activities in a new technology-enhanced learning (TEL) setting. A content analysis is applied to investigate teachers’ and students’ interactions in a 3D game context. The findings illustrate that when teachers’ and students’ interactions are mediated by a game, teachers seem to apply different discussion activities to empower vocational learning than they do in traditional classroom settings. Additionally, the present study shows that teachers spontaneously develop new ways of supporting vocational learning processes. In more detail, two main types of instructional activities were identified: a “knowledge-providing” approac…