David Gijbels
David Gijbels
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Effects of problem-based learning: A meta-analysis
F Dochy, M Segers, P Van den Bossche, D Gijbels
Learning and instruction 13 (5), 533-568, 2003
Effects of problem-based learning: A meta-analysis from the angle of assessment
D Gijbels, F Dochy, P Van den Bossche, M Segers
Review of educational research 75 (1), 27-61, 2005
Teachers’ everyday professional development: Mapping informal learning activities, antecedents, and learning outcomes
E Kyndt, D Gijbels, I Grosemans, V Donche
Review of educational research 86 (4), 1111-1150, 2016
Deep and surface learning in problem-based learning: a review of the literature
DHJM Dolmans, SMM Loyens, H Marcq, D Gijbels
Advances in health sciences education 21, 1087-1112, 2016
The impact of instructional development in higher education: The state-of-the-art of the research
A Stes, M Min-Leliveld, D Gijbels, P Van Petegem
Educational research review 5 (1), 25-49, 2010
Understanding the effects of constructivist learning environments: Introducing a multi-directional approach
SMM Loyens, D Gijbels
Instructional science 36, 351-357, 2008
The relationship between students’ approaches to learning and the assessment of learning outcomes
D Gijbels, G Van de Watering, F Dochy, P Van den Bossche
European journal of psychology of education 20, 327-341, 2005
Students’ assessment preferences and approaches to learning: can formative assessment make a difference?
D Gijbels, F Dochy
Educational studies 32 (4), 399-409, 2006
Students’ assessment preferences, perceptions of assessment and their relationships to study results
G Van de Watering, D Gijbels, F Dochy, J Van der Rijt
Higher Education 56, 645-658, 2008
Do students develop towards more deep approaches to learning during studies? A systematic review on the development of students’ deep and surface approaches to learning in …
H Asikainen, D Gijbels
Educational Psychology Review 29, 205-234, 2017
Constructivist learning environments and the (im) possibility to change students’ perceptions of assessment demands and approaches to learning
D Gijbels, M Segers, E Struyf
Instructional Science 36, 431-443, 2008
Students attitudes towards technology
J Ardies, S De Maeyer, D Gijbels, H van Keulen
International Journal of Technology and Design Education 25, 43-65, 2015
New learning environments and constructivism: The students’ perspective
D Gijbels, G Van De Watering, F Dochy, P Van Den Bossche
Instructional science 34, 213-226, 2006
New assessment modes within project-based education-the stakeholders
V Van den Bergh, D Mortelmans, P Spooren, P Van Petegem, D Gijbels, ...
Studies in educational evaluation 32 (4), 345-368, 2006
The relationship between students’ perceptions of portfolio assessment practice and their approaches to learning
M Segers, D Gijbels, M Thurlings
Educational studies 34 (1), 35-44, 2008
Peer-group mentoring as a tool for teacher development
K Geeraerts, P Tynjälä, HLT Heikkinen, I Markkanen, M Pennanen, ...
European Journal of Teacher Education 38 (3), 358-377, 2015
Student-focused approaches to teaching in relation to context and teacher characteristics
A Stes, D Gijbels, P Van Petegem
Higher Education 55, 255-267, 2008
Changing world: Changing pedagogy
P Tynjälä, D Gijbels
Transitions and transformations in learning and education, 205-222, 2012
Students′ Persistence and Academic Success in a First‐Year Professional Bachelor Program: The Influence of Students′ Learning Strategies and Academic Motivation
G Vanthournout, D Gijbels, L Coertjens, V Donche, P Van Petegem
Education Research International 2012 (1), 152747, 2012
Integrating assessment tasks in a problem‐based learning environment
D Gijbels*, G van de Watering, F Dochy
Assessment & Evaluation in Higher Education 30 (1), 73-86, 2005
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