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Author: Jeroen Lievens
Total results: 6
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AN EXPLORATORY ASSESSMENT OF THE USABILITY AND POTENTIAL OF GENERATIVE PRETRAINED TRANSFORMERS (GPTS) AS FEEDBACK ASSISTANTS FOR LONG-FORMAT ACADEMIC WRITING TASKS
J. Lievens - INTED2024 Proceedings - pages 1280-1286.
“INVOLVE ME AND I LEARN”: THE PROMISE OF ACTION RESEARCH AND COMMUNITY SERVICE LEARNING FOR ENGINEERING EDUCATION
J. Lievens - INTED2020 Proceedings - page 1669 (abstract only).
“GETTING REAL” WITH ACTION RESEARCH IN TECHNOLOGY-MEDIATED TASK-BASED LANGUAGE TEACHING (TBLT): A PROPOSITION, A MAP AND THREE CASE STUDIES
J. Lievens - EDULEARN19 Proceedings - pages 964-970.
TEACHING AND LEARNING WRITING SKILLS IN A TECHNOLOGICAL AGE: A SELECTIVE MAPPING OF WRITING APPS ONTO A STRUCTURED MODEL OF THE WRITING PROCESS
J. Lievens - EDULEARN18 Proceedings - pages 1152-1159.
TOUCH TEACH LEARN. UNLOCKING THE POTENTIAL OF TOUCH ENABLED MOBILE DEVICES FOR HIGHER EDUCATION
J. Lievens, T. Van Daele - INTED2015 Proceedings - pages 5298-5304.
USING TECHNOLOGY FOR INTERACTION AND INVOLVEMENT IN LARGE ENROLLMENT COURSES: PERCEIVED EFFECTS AND ATTITUDES
T. Van Daele, C. Frijns, J. Lievens - INTED2015 Proceedings - pages 3344-3348.