A systematic literature review on synchronous hybrid learning: gaps identified von Raes, Annelies, Detienne, Loulou, Windey, Ine, Depaepe, Fien

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Learning and instruction in the hybrid virtual classroom: An investigation of students’ engagement and the effect of quizzes von Raes, Annelies, Vanneste, Pieter, Pieters, Marieke, Windey, Ine, Van Den Noortgate, Wim, Depaepe, Fien

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Learning and instruction in the hybrid virtual classroom: An investigation of students' engagement and the effect of quizzes von Raes, Annelies, Vanneste, Pieter, Pieters, Marieke, Windey, Ine, Van Den Noortgate, wim, Depaepe, Fien

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A systematic literature review on synchronous hybrid learning: Gaps identified von Raes, Annelies, Detienne, Loulou, Windey, Ine, Depaepe, Fien

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Corrigendum to “The transfer of object learning across exemplars and their orientation is related to perceptual similarity” [Vision Res. 68 (2012) 40–47] von Baeck, Annelies, Windey, Ine, Op de Beeck, Hans P.

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The transfer of object learning across exemplars and their orientation is related to perceptual similarity von Baeck, Annelies, Windey, Ine, Op de Beeck, Hans P.

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Does modified interpretation bias influence automatic avoidance behaviour? von Lange, Wolf-Gero, Salemink, Elske, Windey, Ine, Keijsers, Ger P. J., Krans, Julie, Becker, Eni S., Rinck, Mike

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Does Modified Interpretation Bias Influence Automatic Avoidance Behaviour?: Current Directions at the Juncture of Clinical and Cognitive Science von LANGE, Wolf-Gero, SALEMINK, Elske, WINDEY, Ine, KEIJSERS, Ger P. J, TRANS, Julie, BECKER, Eni S, RINCK, Mike

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Does modified interpretation bias influence automatic avoidance behaviour? von Lange, Wolf-Gero, Salemink, Elske, Windey, Ine, Keijsers, Ger P.J, Krans, Julie, Becker, Eni S, Rinck, Mike

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Teachers' and students' acceptance of digital personalised learning: a case study in Flanders von Windey, Ine, Vanbecelaere, Stefanie, Depaepe, Fien

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Supporting teamwork in ambient learning spaces (STEAMS) by developing content and tools von Buseyne, Siem, Raes, Annelies, Rajagopal, Kamakshi, Vanneste, Stephanie, Windey, Ine, De Croon, Robin, Gutiérrez Hernández, Francisco, Htun, Nyi Nyi, Verbert, Katrien

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Unravelling Learning Engagement in the Hybrid Virtual Classroom von Raes, Annelies, Vanneste, Pieter, Pieters, Marieke, Windey, Ine, Van Den Noortgate, Wim, Depaepe, Fien

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Unravelling Learning Engagement in the Hybrid Virtual Classroom von Raes, Annelies, Vanneste, Pieter, Pieters, Marieke, Windey, Ine, Van Den Noortgate, Wim, Depaepe, Fien

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Understanding students' acceptance of educational technology reform: a longitudinal study von Windey, Ine, Raes, Annelies, Depaepe, Fien

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Towards technology-enhanced, interactive learning spaces in higher education von Raes, Annelies, Windey, Ine, Beernaert, Tine, Bonte, Piet, Vanherweghe, Gino, Detienne, Loulou, Pieters, Marieke, Huysentruyt, Annelies, Depaepe, Fien, Desmet, Piet

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LECTURE+ - A data-driven and evidence-based platform for decision support von Windey, Ine, Raes, Annelies, Vanneste, pieter, Pieters, marieke

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Unravelling learning engagement in the hybrid virtual classroom von Raes, Annelies, Vanneste, Pieter, Pieters, Marieke, Windey, Ine, Van Den Noortgate, Wim, Depaepe, Fien

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Technology-Enhanced COllaborative Learning: Resulaten & eerste balans von Raes, Annelies, Pieters, Marieke, Windey, Ine, Depaepe, Fien, Desmet, Piet

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Effect van groepsschermen en schermen delen op kwaliteit van groepswerk von Pieters, Marieke, Raes, Annelies, Depaepe, Fien, Windey, Ine

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