Koen DePryck

Montclair State University · Challenge Based impact Lab

Teachers in adult education are increasingly indicating that the workload within online modules is very high. While teaching in an online environment has many advantages, the pandemic also made us aware of its pitfalls, making many teachers unclear about how to make the online classroom effective. One big concern of teachers - in adult education bu...

Transforming Vocational Education and Training: Harnessing the Power of Digital Assessment Report and Policy Recommendations from the e-assessment in VET Project. In recent years, the integration of digital technologies has revolutionised various sectors of society, and the field of education is no exception. One area that has witnessed significant...

If educational institutions want to be successful in future-proofing their education, an important factor is keeping the educational development aligned with the organizational development. This also includes alignment between the course, the program and the institutional level. How can we know whether organizational and educational development are...

Collaboration is high on the strategic agenda of higher education institutes. Quite often, joint research and mobility of staff and students are mentioned as indicators of collaboration. In the context of the European Consortium of Innovative Universities (ECIU), the adaption of Challenge-Based Learning (CBL) as an educational approach may create a...

Challenge Based Learning (CBL) is a framework that emerged from the "Apple Classrooms of Tomorrow-Today" (ACOT2, 2008) It was developed out of an instructional need to help students learn basic knowledge in a way that would be more sustainable while at the same time developing the so-called 21 st-century skills. At this moment, there seems to be a...

Over the past two years, an increasing number of staff has been implementing features of CBL in their teaching. At the UT, we started the process of tweaking the validated Maturity Model for the introduction of E-learning in HE (Marshall 2010) into a validated CBL Maturity Model (CBL-MM). The CBL-MM will give educators a tool for reviewing the curr...

While it is tempting to blame 'the virus' for many of the arisen issues due to the sudden and massive shift to online and blended learning in education, many issues are not new. COVID-19 merely highlighted some challenges that were already present in education. Fostering social presence is one such challenge. The Community of Inquiry (CoI) model (G...

While many instructors struggle to get their content online –for many a first time ever and a task done under great pressure—come crucial success factors for online teaching are being overlooked. Teaching online involves much more than creating a library of learning materials, streaming a lecture or overloading learners with assignments. Garrison’s...

This paper explores the historical background of the Mzumbe University (MU)'s approach to e-learning since its inception in 2009. It reflects on the successes and challenges, lessons learnt from the MU experience and recommends a way forward. The paper is based on case study research, making the use of observation and secondary data generated from...

Institutions considering online and blended learning (OBL) face the challenge of strategically adopting OBL to develop, implement, monitor, assess and improve the quality of programmes and courses. The principles of continuous quality improvement (CQI) allow this challenge to be addressed. Effective CQI management implies that quality assurance and...

This paper presents lessons learned from the development of an open and online course designed to strengthen the Information and Communication Technology (ICT) competences of educators and trainers in Adult Education (AE). Focus of the course is not limited to skills related to teaching itself but rather on using ICTs in all aspects of their work:...

While most acknowledge the value of ICT and recognize its potential for new modalities of teaching and learning (including E-learning) that are made possible by them, the uncertainty about our collective and/or individual future often leads to feelings of discomfort. This paper presents a philosophical perspective on the unbridled optimism of some...

The use of Information and Communication Technology (ICT) has become an integral part of our society and a basic competency for learners and thus also for educators. This paper presents findings on adult educators' use of ICT in different aspects of teaching and training and reports on their perception of their ICT competencies. A questionnaire bas...

Este manual traduz o resultado do projeto transnacional "Stepping Up to Technology in Adult Education” (StepUp2ICT). Pretende apoiar os educadores de adultos na utilização de ferramentas TIC, meios e recursos digitais no âmbito da sua atividade profissional e pedagógica.

Il documento è un manuale pratico per educatori di adulti sull'utilizzo di strumenti ICT nei processi di educazione/apprendimento.

This handbook is the result of the “Stepping Up to Technology in Adult Education towards Awareness, Assessment and Access” transnational project (Erasmus+). It is meant to support adult educators in using ICT tools and digital media in their working framework.

Online and blended learning (OBL) is valued, but it also offers challenges. Literature indicates that OBL can enhance access to education and increase flexibility for students. However, the reported dropout rates indicate that student participation in OBL programmes is a concern. Scientifically valid knowledge about how factors that help students p...

Research shows that institutional quality management of online and blended learning is usually restricted to quality assurance (QA) at the expense of quality improvement (QI). This doctoral study started first from several needs to improve existing quality models and instruments to support coherence between QA and QI. The second starting point of t...

Understanding reasons for drop-out, factors contributing to student satisfaction and strategies for enhancing student retention is fundamental to the success of online (language) courses. This study examines drop-out rates, student satisfaction, retention rates and attainment in fully online elemen-tary-level courses for Dutch as a second language...

The study examines the relationship between university teacher’s beliefs and constructivist teaching practices (CTP) in a blended learning environment (BLE) courses in Tanzanian universities. The study collects data from 211 teachers in BLE courses. The analyses involved descriptive statistics, correlational, the Mann-Whitney U-test, Kruskal-Wallis...

This 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 lan...

Quality models for online and blended learning (OBL) have mainly been developed in higher education. The literature indicates that these models are often conceptualised from the providers’ perspective. What is important for the quality of OBL from the students’ perspective has recently received increased attention in the literature. Consensus among...

For the growing group of adult migrants, flexible solutions for second language (L2) acquisition are increasingly important, while concerns about the efficacy of online language learning abound. This study on the L2 situation in Flanders has 4 key aims: analyzing adult learner profiles in fully online Dutch beginners' courses; comparing learner ach...

To date, teacher perceptions of online language teaching have attracted very little attention. However, these perceptions may influence decisions regarding instructional design, teaching practices and eventually the learning experience. Furthermore, teacher perceptions can contribute to the design of teacher training programs. This study provides t...

The study examines the relationship between university teacher's beliefs and constructivist teaching practices (CTP) in blended learning environment (BLE) courses in Tanzanian universities. The study collects data from 211 teachers in BLE courses. The analyses involved descriptive statistics, correlational, the Mann-Whitney U-test, Kruskal-Wallis H...

This study critically addresses the assumptions made by educators and providers in the field of Dutch second language (L2) acquisition about the online learning of Dutch L2. These include assumptions about advantages and disadvantages of online language learning, such as flexibility, learner autonomy, enhanced opportunities for remediation and diff...

Student performance in online and face-to- face second language courses: Dutch L2 in adult education

This qualitative study was designed to identify a framework for the quality of OBL in adult education (AE), which are of interest to the needs of students. Following a review of the literature, we opted for the theoretical framework as proposed by Ossiannilsson and Landgren (2012). This framework suggests success factors for OBL that are of interes...

Introducing coding in the curriculum at an early age is considered a long term investment in bridging the skills gap between the technology demands of the labour market and the availability of people to fill them. The keys to success include moving from mere literacy to active control - not only at the level of learners but also at the level of tea...

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...

Online and blended learning (OBL) is emerging in adult education (AE) in Flanders (Belgium). As the demand increases, providers need general, balanced, scientifically-grounded guidelines, measures and instruments to monitor all important quality aspects. However for this context a common quality framework for OBL is lacking. In literature it is arg...

European comparative research of adult competences makes clear that vast groups of Flemish adults lack indispensable problem-solving proficiency in technology-rich environments and are poorly equipped for the high-tech and fast changing 21st century. In the next four years, major Flemish universities and university colleges together with a number o...

To a large extent, developments in the workplace and in (especially formal) education still take place independently from each other, regardless of a strong (market driven) demand to bring both closer to each other. The divide is especially visible when looking at developments towards e-working (telecommuting, ...) on the one hand and developments...

In this paper we present our survey on the effect of Second Chance program offered as distance education on social inclusion of the participants, ic unqualified workers employed by the Belgian postal service. Bpost, the Belgian postal service, one of the larger employers in the country, recently contracted with a number of Centers for Adult Educati...

In this Best Practice session we want to introduce participants in the use of blogging by students as an engaging E-Learning tool, particularly in adult education. Centre for Adult Education 'CVO Antwerpen', in Antwerp, Belgium, uses blogging by students as a (self)-evaluation tool in the multimedia-course. After three years of trial-and-error we s...

This paper discusses how the positive impact of authentic communication on the motivation and the language proficiency level of learners of a second language in the areas where that language is the administrative and/or colloquial language can be used to compensate partly for the relative loss of social processes in blended and distance learning. C...

In this paper we look at tools and good practices (currently) available in distance learning to attain the learning objectives in Blooms' taxonomy. We set out to identify if and how e-learning may offer added value and insights in some domains of the taxonomy. And we suggest that single 'best learning paths' may be an illusion...

Entrepreneurship is considered an essential engine for economic growth. Several arguments support this axiom: the strengthening of the innovative capacity of the economy, more flexibility on the market, growing efficiency in organisations and the creation of jobs. As a result entrepreneurship can be found on the agenda of about every policy-making...

First Page of the Article

In this paper we present a new project in which teachers use mobile learning to support their face to face training. The focus of our research is the impact of adding an extra channel, like sending smses, on the learning process. Not all students have access to a pc or the internet on a regular basis but mobile phones are (almost) always at hand. T...

Thesis (Ph. D.)--University of Texas at Dallas, 1990. Includes vita. Includes bibliographical references (leaves 250-258). Typescript (photocopy).