Doctor of educational sciences & e-learning expert. Maîtresse de conférences (Associate Professor), Inspé – Université Côte d'Azur. Portfolio in Dutch, English and French.
It has been a great adventure. But now, 7 years later, I’m happy I finally arrived at my destination and became doctor of educational sciences!
I’ve got lots of ideas for the future, but first things first. I will take some days off to rest and to celebrate after all those years of hard work.
Presented on 25/03/2015 in Kortrijk, AUGent seminaries onderwijskunde
This presentation gives a short overview of my dissertation. Some slides have been removed, due to copyright regulations. Slides are mainly in English, but some are written in Dutch.
This article, ‘The design and implementation of learning paths in a learning management system’, investigates whether a particular design and implementation of learning paths has a beneficial impact on learning outcomes, and gender as a co-variables. It reports on the results of empirical research about using learning paths in a secondary education setting. The quasi-experimental study took place in the context of a biology course. Twenty-nine different classes, involving 360 secondary school students, were selected at random to participate in particular research conditions of the study. All biology teachers (N = 8; 3 males, 5 females) teaching in the third grade of the six participating schools were willing to take part in the study. A 2 x 2 factorial research design was adopted. Learning activities (1) differed in design and (2) were either undertaken individually or collaboratively. Gender was considered as a critical co-variables given the focus on science learning. Multilevel analyses were applied to study the impact on learning outcomes according to the design of learning paths, the individual/collaborative setting, and the co-variables gender. The results were helpful to direct research about the design and implementation of learning paths in a secondary school setting.
If you use the article as published in Interactive Learning Environments (2014), please cite as:
De Smet, C., Schellens, T., De Wever, B., Brandt-Pomares, P., & Valcke, M. (2016). The design and implementation of learning paths in a learning management system. Interactive Learning Environments, 24(6), 1076-1096.
This article describes what Moocs are and how they impact education. Unfortunately, this article is only available in Dutch.
Het artikel over Moocs, verschenen in de trendrubriek van het bibliotheektijdschrift Meta, beschrijft kort wat Moocs inhouden, de stand van zaken in het onderwijs en hun relatie tot bibliotheken.
Het artikel is auteursrechtelijk beschermd, gelieve dit te respecteren en als volgt te citeren:
De Smet, C. (2013). MOOCs zetten e-leren in de schijnwerper. Meta, 2013 (9), p.30.
This post describes a paper on how LMS are used in Flemish secondary education. Unfortunately, this article was written in Dutch. But, the good news is, the original paper is available in English on this blog. So please continue reading.
In 2011 schreef ik samen met mijn co-promoter een artikel over hoe ELO’s in de klas ingezet worden: “ELO’s in het Vlaams secundair onderwijs : nieuw of alweer achterhaald?” Het artikel vormde de basis voor een uitgebreider artikel in Computers & Education en diende ook als uitgangspunt voor mijn doctoraat.
Het artikel is auteursrechtelijk beschermd, gelieve dit te respecteren en als volgt te citeren:
De Smet, C., & Schellens, T. (2009). ELO’s in het Vlaams secundair onderwijs: nieuw of alweer achterhaald. ADVIES & EDUCATIE (DEN HAAG), 26(5), 12-14.
This post describes three papers/teacher guides on the use of wikis in education. Unfortunately, they are only available in Dutch.
In het verleden schreef ik 3 artikels in het Nederlands over wiki’s.
Zijn wiki’s nieuw voor u?
Dan zijn ‘Het-gebruik-van-wikis-in-het-onderwijs‘ en ‘Een wiki gebruiken voor gezamenlijke kennisopbouw‘ een goed startpunt.
Zoekt u concrete praktijkervaringen met betrekking tot het didactische gebruik van wiki’s en een bruikbaar stapenplan?
Dan adviseer ik u het artikel ‘Didactisch-gebruik-van-wikis‘ te lezen.
De artikels zijn auteursrechtelijk beschermd, gelieve dit te respecteren en deze als volgt te citeren:
De Smet, Cindy. (2005). Het gebruik van wiki’s in onderwijs. In D. Grombeir & F. Questier (Eds.), Open bron, open inhoud, open leren (pp. 119–132). Mechelen: Wolters Plantyn.
De Smet, Cindy, & De Wever, B. (2009). Didactisch gebruik van wiki’s. ICT en onderwijshernieuwing: schoolleiding en begeleiding (pp. 85–104). Mechelen: Wolters Plantyn.
De Smet, C., & D’haese, I. (2005). Een wiki gebruiken voor gezamenlijke kennisopbouw. Digitale Didactiek.
This paper researches the technology acceptation of LMS by secondary school teachers, based on a conceptual acceptance model including: perceived usefulness, perceived ease of use and subjective norm (traditional TAM2 components), personal innovativeness towards IT (Agarwal & Prasad, 1998), internal ICT support (Tondeur, Van Keer, van Braak, & Valcke, 2008), and experience (Sun & Zhang, 2006). In addition, we examine how secondary school teachers use LMS. We scrutinized LMS functionalities available and used by our target group when adopting one of the three most often used LMS: Dokeos, Blackboard, and Smartschool (De Smet & Schellens, 2009). Continue reading “Researching instructional use and the technology acceptation of learning management systems”