About
16
Publications
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412
Citations
Citations since 2017
Introduction
Having received his Ph.D. at the Vrije Universiteit Brussel, Brent examined the components of a successful training programme, teachers’ lived experiences and validated an instrument to measure the perceptions of institutional support. More recently, Brent worked as a scientific researcher at imec-SMIT and as a project leader on the macro-efficiency and the initial accreditation study for two new associate degree programmes at the Karel de Grote University of Applied Sciences.
Additional affiliations
May 2020 - present
SMIT
Position
- Researcher
March 2019 - December 2019
Position
- Projectleader associate degree development: social are and wellfare / marketing and communication support
October 2014 - November 2018
Education
October 2014 - November 2018
September 2011 - June 2014
September 2008 - June 2011
Publications
Publications (16)
The increased number of courses taught in an online environment has led to more teachers in need of professional development for online or blended teaching. Although various professional development programs have been scrutinised, only a few studies integrate the feelings of teachers during their professional development process. Teachers’ feelings...
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 addr...
This paper aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented paper starts from three theoretical foundations, namely: the characterization of online teacher professional development, logic modelling and finally fostering teacher reflect...
Supporting teachers professionally, both in their teaching skills and the inclusion of technology, is one of the few direct interventions to help them grow. Currently, few instruments assessing these perceptions exist, and evidence on their validity is sparse. Hence, this paper presents the development and validation of an instrument assessing teac...
Successful implementation of blended learning initiatives requires careful planning and consideration of multidimensional factors. Focusing on evaluation and accountability for the design of professional development initiatives (PDIs) is the next step towards creating efficient and effective PDIs. This is especially needed since the Covid-19 pandem...
The model presented is a first, preliminary, transfer of insights stemming from Educational Sciences into the field of Human Resources, more specifically: Learning and Development. The model aims to broaden the scope of thinking on both sides and could stimulate cross-disciplinary interaction.
Since information and communication technologies were introduced into education, the number of courses delivered in an online or blended learning (OBL) format has increased significantly. However, not all teachers are experienced in teaching in this new digital environment. While various teacher professional development (TPD) models exist, few targ...
Online and blended learning (OBL) is intended for individualising education. However, while OBL attracts a diverse range of students, teachers lack insight into this diversity, which hinders them in anticipating students' individual needs. The present mixed methods' study examines the reasons and values that students in a teacher training programme...
In the past years, the number of courses taught in an online or blended learning environment increased significantly in Flemish adult education centres. In view of the focus of current research in the field of online teaching practices on the perceived importance of online teaching roles; indications of which online teaching roles are actually enac...
Online teaching became increasingly popular during the last decennia. Therefore, many teachers face a challenge in combining technology with content and didactical approaches. However, not all teachers have experience with online teaching or the didactical approach towards it. For this reason the 'Digital Didactics' programme is developed in the co...
Adult learners are an important segment of learners in online or blended learning (OBL) environments. But at the same time, this group is very heterogeneous with regard to (1) the digital skills which are diverse due to different ages or previous educational opportunities and can lead to different perceptions of working in OBL environments, and (2)...
While researchers agree on the general meaning of the term blended learning (BL), a precise operationalization of BL is an issue that generates a lot of discussion. This freedom of defining BL has, on one hand, contributed to the significant increase of empirical studies on different variations of BL. On the other hand, it produces results that are...
Given the current rise of educational technology, more and more teachers are able to deliver their courses partially or fully online. This demands a new way of looking at teaching and learning, and raises many questions (e.g. how to become an online teacher). Therefore, many institutions and professionals try to meet such demands by offering profes...
Projects
Projects (3)
There is wide agreement that teacher professional development (TPD) is a necessary element in educational change, especially for the more effective application of ICT to enhance learning. The research literature reports many examples of successful TPD but there remain many challenges to wider and deeper success in the variety of different contexts.
The ultimate goal of the present Strategic Basic Research (SBO) project is to improve the quality of online and blended learning (OBL) in formal adult education (AE) and continuing vocational education and training (CVET). Online and blended learning is increasingly applied in adult education to enhance the accessibility and the flexibility of their education programs. However, the dropout, quality, performance, learning design, and competences of both learners and teachers are key issues that determine the success of online and blended learning. Available international literature provides insufficient evidence-based knowledge to support and improve the quality of online and blended learning in the adult education and vocational training sector. Based on a broad and in-depth consultation with the social stakeholders, the needs, questions and challenges of the stakeholders are analysed and synthesised.
Specifically, the following four valorisation objectives are central to this project:
• Quality assurance & monitoring: developing and implementing a quality assurance system to improve the teaching and learning strategies and to ensure a consistent high quality of online and blended education for adult learners; measuring the key predictors and barriers that affect the success of online and blended learning in adult education.
• Learning design & learner support: providing a model and specific guidelines for learning (re)design and support for adult learners in online and blended learning environments at both course level and program level.
• Teacher professional development: providing training models for professional development of teachers and staff of the adult education centres and other AE and CVET providers.
Details: www.iwt-alo.be
project leader: Prof. C. Zhu, VUB, Belgium
The SBO project ‘Adult Learners Online! Blended and Online Learning in Adult Education and Training’(ALO!) has a four-fold mission:
1) To improve the quality of online and blended learning in adult education through the use of a continuous quality improvement framework;
2) To analyse the current online and blended learning design and to provide guidelines for a better (optimal) learning environment for the specific learner groups both at the course level and programme level;
3) To research the individual and social background of adult learners and their (non-) participation in online and blended learning and to analyse the key variables that affect their participation and learning and social outcomes in online and blended learning;
4) To develop and validate teacher professional development models in order to improve the quality of online and blended learning.
