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Chang Zhu
Vrije Universiteit Brussel
65Publications
11H-index
415Citations
Publications 65
Newest
#1Celine Cocquyt (Vrije Universiteit Brussel)H-Index: 2
#2Chang Zhu (Vrije Universiteit Brussel)H-Index: 11
Last.Tom Vanwing (Vrije Universiteit Brussel)H-Index: 5
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Abstract In a digitalized society blended learning has become a favorable approach in adult education. Blended learning is showing promise as a teaching approach because of the variety of learning opportunities that can be created. Furthermore, participation in adult education can contribute to social benefits for adults, of whom a certain amount is at risk of social exclusion. However, scholars have not yet fully uncovered the educational factors in a blended learning environment that contribut...
#1Brent Philipsen (Vrije Universiteit Brussel)H-Index: 2
#2Jo Tondeur (Vrije Universiteit Brussel)H-Index: 26
Last.Chang Zhu (Vrije Universiteit Brussel)H-Index: 11
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In order to fully realise the potential of online and blended learning (OBL), teacher professional development (TPD) strategies on how to teach in an online or blended learning environment are needed. While many studies examine the effects of TPD strategies, fewer studies target the specific important components of these strategies. This study addresses that gap by conducting a systematic review of qualitative data consisting of 15 articles on TPD that targets OBL. Using a meta-aggregative appro...
#2Chang ZhuH-Index: 11
Last.Ronny SchererH-Index: 13
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Abstract Self-regulated learning (SRL) is crucial for academic success; therefore support, to enhance and maintain SRL skills is important. In blended adult education, the heterogeneity of adults creates diversity in SRL abilities, which makes it necessary to provide tailored support. Conducting latent profile analyses for a sample of 213 blended adult students, we identified three profiles, namely high, low, and moderate SRL profiles which prove differences in SRL strategy use and imply tailore...
#1Anh Nguyet Diep (Vrije Universiteit Brussel)
#2Chang Zhu (Vrije Universiteit Brussel)H-Index: 11
Last.Tom Vanwing (Vrije Universiteit Brussel)H-Index: 5
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ABSTRACTOnline interaction has been associated with positive outcomes, academically and psychologically. Regarding the latter, social connectedness has been recognised as an important outcome on the basis of its link to subjective well-being and course satisfaction. In adult educational settings, how online interaction can foster social connectedness has not been widely examined. The study investigates how (1) adult learners’ online participation operationalised as discussion contribution, colla...
#1Gustavo García Botero (Vrije Universiteit Brussel)H-Index: 1
Last.Frederik Questier (Vrije Universiteit Brussel)H-Index: 12
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AbstractLearners need diligence when going solo in technology-enhanced learning environments. Nevertheless, self-regulation and scaffolding are two under-researched concepts when it comes to mobile...
#1Jaël Muls (Vrije Universiteit Brussel)H-Index: 1
#2Valérie Thomas (Vrije Universiteit Brussel)H-Index: 1
Last.Koen Lombaerts (Vrije Universiteit Brussel)H-Index: 8
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This study aims to explore the existence and extent of social media visions, policies and guidelines in high schools in Flanders (Belgium, Europe) and how these policies are embedded in the schools. The research findings are based on qualitative data collected in 47 high schools. Next to an in-depth document analysis of all available school regulations, semi-structured interviews were carried out with school staff appointed to social media affairs. Results show a wide variety of guidelines among...
#1Liesbeth De Paepe (Vrije Universiteit Brussel)H-Index: 1
#2Chang Zhu (Vrije Universiteit Brussel)H-Index: 1
Last.Koen DePryck (Vrije Universiteit Brussel)H-Index: 2
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ABSTRACTThis study examines educators’ and providers’ perceptions of constraints and critical success factors of the development and implementation of online L2 learning. The focus is on Dutch L2 learning in adult education in Flanders. Semi-structured interviews with seven educators (shaping pedagogies/curricula) and six providers (organizing/offering language programmes) were conducted. Consequently, a focus group consisting of 12 teachers of Dutch (L2) and teacher trainers was run. The findin...
#1Jaël Muls (Vrije Universiteit Brussel)H-Index: 1
#2Karen Triquet (Vrije Universiteit Brussel)H-Index: 2
Last.Koen Lombaerts (Vrije Universiteit Brussel)H-Index: 8
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ABSTRACTThis study examines the role of social networking sites on the learning processes, teaching practices and professional development of secondary school teachers. By conducting observations and in-depth interviews with active participants, we present an ethnographic study of the Facebook group Teaching ideas secondary education [author’s translation], which is hosted and primarily employed by Flemish teachers. By drawing parallels between the study findings and the theory of affinity space...
#1Brent Philipsen (Vrije Universiteit Brussel)H-Index: 2
#2Jo Tondeur (Vrije Universiteit Brussel)H-Index: 26
Last.Chang Zhu (Vrije Universiteit Brussel)H-Index: 11
view all 4 authors...
ABSTRACTThis article aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented article starts from three theoretical foundations, namely the characterisation of online teacher professional development, logic modelling and fostering teacher reflection. Based on these foundations, a logic model is constructed and subsequently used to analyse an online teacher professional development programme...
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