World's Best Scientists 2026 revealed!
Bram De Wever

Bram De Wever

D-Index & Metrics

Social Sciences and Humanities

D-Index
44
Citations
9177
World Ranking
4115
National Ranking
48

Best Publications

  • Content analysis schemes to analyze transcripts of online asynchronous discussion groups: a review

    B. De Wever;T. Schellens;M. Valcke;H. Van Keer

  • Four key challenges to the design of blended learning: A systematic literature review

    Ruth Boelens;Bram De Wever;Michiel Voet

  • Internet parenting styles and the impact on Internet use of primary school children

    M. Valcke;S. Bonte;B. De Wever;I. Rots

  • The impact of a flipped classroom design on learning performance in higher education

    Ngoc Thuy Thi Thai;Bram De Wever;Martin Valcke

  • The design of blended learning in response to student diversity in higher education: Instructors’ views and use of differentiated instruction in blended learning

    Ruth Boelens;Michiel Voet;Bram De Wever

  • Scaffolding information problem solving in web-based collaborative inquiry learning

    Annelies Raes;Tammy Schellens;Bram De Wever;Ellen Vanderhoven

  • Long-term study of safe Internet use of young children

    M. Valcke;B. De Wever;H. Van Keer;T. Schellens

  • Roles as a structuring tool in online discussion groups: The differential impact of different roles on social knowledge construction

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Researching instructional use and the technology acceptation of learning management systems by secondary school teachers

    Cindy De Smet;Jeroen Bourgonjon;Bram De Wever;Tammy Schellens

  • Scripting by assigning roles: Does it improve knowledge construction in asynchronous discussion groups?

    Tammy Schellens;Hilde Van Keer;Bram De Wever;Martin Valcke

  • Applying multilevel modelling to content analysis data: Methodological issues in the study of role assignment in asynchronous discussion groups

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Parental acceptance of digital game-based learning

    Jeroen Bourgonjon;Martin Valcke;Ronald Soetaert;Bram de Wever

  • Structuring asynchronous discussion groups: the impact of role assignment and self-assessment on students' levels of knowledge construction through social negotiation

    B. De Wever;B. De Wever;H. Van Keer;T. Schellens;M. Valcke

  • Learning in asynchronous discussion groups: a multilevel approach to study the influence of student, group and task characteristics

    T. Schellens;H. van Keer;M. Valcke;B. de Wever

  • History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context

    Michiel Voet;Bram De Wever

  • Blended learning in adult education: towards a definition of blended learning

    Ruth Boelens;Stijn Van Laer;Bram De Wever;Jan Elen

  • Assessing Collaboration in a Wiki: The Reliability of University Students' Peer Assessment

    Bram De Wever;Hilde Van Keer;Tammy Schellens;Martin Valcke

  • Information and communication technologies in higher education: evidence-based practices in medical education.

    Martin Valcke;Bram De Wever

  • Structuring peer assessment

    Mario Gielen;Bram De Wever

  • Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions

    Ngoc Thuy Thi Thai;Bram De Wever;Martin Valcke

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