Publicaties

 

Dochy, F. (2025). This is real science. Corruption, hate and abuse in the public sector. London/New York: Routledge. In press.

Dochy, F., Segers, M. (2025). Virtual Power Learning: What do we really know about online learning? In press.

Dochy, F., Segers, M., Arikan, S. (2023). Dialogic Feedback for High Impact Learning: Key to PCP-Coaching and Assessment-as-Learning. London/ New York: Routledge Publishers.

Arikan, S., Dochy, F, & Segers, M. (2023). Effects of High Impact Learning Practices: A Review. Advances in Social Sciences Research Journal, 10 (6), 507-536.

Arikan, S., Dochy, F, & Segers, M. (2023). What are the effects of specific combinations of High Impact Learning building blocks as seen in practice? A review of research. Research publications of the High Impact Learning Academy, nr. 7.

Dochy, F. & Segers, M. (2022). Feedback met impact – is dialoog. Kern van VIP-Coaching en Assessment-as-Learning. Amsterdam: Boom.

Framing the Effects of High-Impact Practices from a High-Impact Learning Perspective: a Review of Studies. Creative Education, 13 (9), 2994-3025.

Arikan, S. & Dochy, F. (2022). A narrative review of effects of High Impact Learning Practices – Which effects do we see in practice ? Paper presented at the 16th EAPRIL Conference, Nijmegen, the Netherlands (“From formal education to continuous leaning: Learning as a collaborative interaction between learning professionals, research, education & the workplace”, November 23 – 25. 

Arikan, S., Dochy, F, & Segers, M. (2022). The effects of High Impact learning Practices as implemented in practice explained by means of the HILL model. Paper presented at the 16th EAPRIL Conference, Nijmegen, the Netherlands (“From formal education to continuous leaning: Learning as a collaborative interaction between learning professionals, research, education & the workplace”, November 23 – 25.  

Arikan, S., & Dochy, F. (2022). How to combine the High Impact Learning building blocks in practice and what do we learn from such experienced applications? Reviewing recent research 2000 – 2021. Paper presented at the 16th EAPRIL Conference, Nijmegen, the Netherlands (“From formal education to continuous leaning: Learning as a collaborative interaction between learning professionals, research, education & the workplace”, November 23 – 25. 

Dochy, F., Segers, M., Gijbels, D., & Van den Bossche, P. (2021). Theories of Workplace Learning in changing times. (second edition) London: Routledge Publishers.

Dochy, F., Segers, M. &Dochy, W. (2020). Bouwstenen voor High Impact Learning. Van model naar praktische tips en succescriteria. Amsterdam: Boom.

Daniëls, E., Hondeghem, A., Dochy, F. with Daniëls, E. (joint first author), Dochy, F. (joint last author) (2019). A review on leadership and leadership development in educational settings. Educational Research Review, 27 (June 2019), 110-125. doi:10.1016/j.edurev.2019.02.003

Dochy, F. & Segers, M. (2018). Creating impact through future learning: The High Impact Learning that Lasts Model. London: Routledge Publishers.

Govaerts, N., Kyndt, E., Dochy, F. (2018). The influence of specific supervisor support types on transfer of training: Examining the mediating effect of training retention. Vocations and Learning. doi: 10.1007/s12186-017-9190-y.

Vangrieken, K., Kyndt, E. (sup.), Dochy, F. (cosup.) (2018). The teacher or the team? Towards an inclusive understanding of individual and collaborative work.

Govaerts, N., Kyndt, E., Vreye, S., Dochy, F. (2017). A Supervisors’ Perspective on Their Role in Transfer of Training. HUMAN RESOURCE DEVELOPMENT QUARTERLY, 28 (4), 515-552. doi: 10.1002/hrdq.21286

Raes, E., Boon, A., Kyndt, E., Dochy, F. (2017). Exploring the occurrence of team learning behaviours in project teams over time. Research Papers in Education, 32 (3), 376-401. doi: 10.1080/02671522.2016.1225793

Vangrieken, K., Grosemans, I., Dochy, F., Kyndt, E. (2017). Teacher autonomy and collaboration: A paradox? Conceptualising and measuring teachers’ autonomy and collaborative attitude. Teaching and Teacher Education, 67, 302-315. doi: 10.1016/j.tate.2017.06.021

Vangrieken, K., Boon, A., Dochy, F., Kyndt, E. (2017). Group, team, or something in between? Conceptualising and measuring team entitativity. Frontline Learning Research, 5 (4), 1-41.

Govaerts, N., Dochy, F. (sup.), Kyndt, E. (cosup.) (2017). Transfer of training in corporate settings: Toward an understanding of the multidimensional role of the supervisor.

Daniëls, E., Hondeghem, A. (contr.), Dochy, F. (contr.) (2017). Exploratory studies in school leadership development.

Baeten, M., Dochy, F., Struyven, K., Parmentier, E., Vanderbruggen, A. (2016). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19 (1), 43-62. doi: 10.1007/s10984-015-9190-5.

De Rijdt, C., Dochy, F., Bamelis, S., van der Vleuten, C. (2016). Classification of staff development programmes and effects perceived by teachers. INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, 53 (2), 179-190. doi: 10.1080/14703297.2014.916543

Boon, A., Vangrieken, K., Dochy, F. (2016). Team creativity versus team learning: transcending conceptual boundaries to inspire future framework building. Human Resource Development International, 19 (1), 67-90.

Vangrieken, K., Dochy, F., Raes, E. (2016). Team learning in teacher teams: Team entitativity as a bridge between teams-in-theory and teams-in-practice. European Journal of Psychology of Education, 31 (3), Art.No.10.1007/s10212-015-0279-0, 275-298.

Granata, S., Dochy, F. (2016). Applied PhD research in a work-based environment: an activity theory-based analysis. Studies in Higher Education, 41 (6), 990-1007. doi: 10.1080/03075079.2014.966666

Baeten, M., Dochy, F., Struyven, K., Parmentier, E., Vanderbruggen, A. (2016). Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning. Learning Environments Research, 19 (1), 43-62. doi: 10.1007/s10984-015-9190-5.

Boon, A., Dochy, F. (sup.) (2016). Complexity, Creativity, Teams. Exploring task complexity and creative processes in project teams.

Musso, M., Dochy, F. (sup.), Segers, M. (cosup.), Boeckaerts, M. (cosup.) (2016). Understanding the underpinnings of academic performance: The relationship of basic cognitive processes, self-regulation factors and learning strategies with task characteristics in the assessment and prediction of academic performance. 375.

Dochy, F., Berghmans, I., Koenen, A. & Segers, M. (2015). Bouwstenen voor High Impact Learning. Het leren van de toekomst in onderwijs en organisaties. Utrecht: Lemma/Boom.

Koenen, A-K., Dochy, F., Berghmans, I. (2015). A phenomenographic analysis of the implementation of competencebased education in higher education. Teaching and Teacher Education, 50, 1-12.

van Dinther, M., Dochy, F., Segers, M. (2015). The contribution of assessment experiences to student teachers’ selfefficacy in competence-based education. Teaching and Teacher Education, 49, 45-55. doi: 10.1016/j.tate.2015.02.013

Raes, E., Boon, A., Kyndt, E., Dochy, F. (2015). Measuring team learning behaviours through observing verbal team interaction. Journal of Workplace Learning, 27 (7), 476-500.

Vangrieken, K., Dochy, F., Raes, E., Kyndt, E. (2015). Teacher collaboration: A systematic review. Educational Research Review, 15, 17-40. doi: 10.1016/j.edurev.2015.04.002

Grosemans, I., Boon, A., Verclairen, C., Dochy, F., Kyndt, E. (2015). Informal learning of primary school teachers: Considering the role of teaching experience and school culture. Teaching and Teacher Education, 47, 151-161.

Raes, E., Kyndt, E., Decuyper, S., Van den Bossche, P., Dochy, F. (2015). An exploratory study of group development and team learning. Human Resource Development Quarterly, 26 (1), 5-30.

Raes, E., Kyndt, E., Dochy, F. (2015). Turning points during the life of student project teams: A qualitative study. Frontline Learning Research, 3 (2), 63-89. doi: 10.14786/flr.v3i2.166

Raes, E., Dochy, F. (sup.), Kyndt, E. (sup.) (2015). Team’s anatomy – Exploring changes in teams.

van Dinther, M., Dochy, F. (sup.), Segers, M. (cosup.) (2015). Student teacher self-efficacy and student perceptions of assessment in competence-based education. 175.

Berghmans, I., Michiels, L., Salmon, S., Dochy, F., Struyven, K. (2014). Directive versus facilitative peer tutoring? A view on students’ appraisal, reported learning gains and experiences within two differently-tutored learningenvironments. Learning Environments Research, 17 (3), 437-459. doi: 10.1007/s10984-014-9168-8

Govaerts, N., Dochy, F. (2014). Disentangling the role of the supervisor in transfer of training. Educational Research Review, 12, 77-93.

van Dinther, M., Dochy, F., Segers, M., Braeken, J. (2014). Student perceptions of assessment and student selfefficacy in competence-based education. EDUCATIONAL STUDIES, 40 (3), 330-351. doi: 10.1080/03055698.2014.898577

van Dinther, M., Dochy, F., Segers, M., Braeken, J. (2014). Student perceptions of assessment and student selfefficacy in competencebased education. Educational Studies, 2014, 1-22.

Veestraeten, M., Kyndt, E., Dochy, F. (2014). Investigating team learning in a military context. Vocations and Learning, 7 (1), 75-100.

Kyndt, E., Govaerts, N., Verbeek, E., Dochy, F. (2014). Development and validation of a questionnaire on informal workplace learning outcomes: A study among socio-educational care workers. British Journal of Social Work, 44 (8), 2391-2410.

Kyndt, E., Berghmans, I., Dochy, F., Bulckens, L. (2014). ‘Time is not enough’. Workload in higher education: A student perspective. Higher Education Research & Development, 33 (4), 684-698.

Kyndt, E., Onghena, P., Smet, K., Dochy, F. (2014). Employees’ willingness to participate in work-related learning: A multilevel analysis of employees’ learning intentions. International Journal for Educational and Vocational Guidance, 14 (3), 309-327.

Cascallar, E., Musso, M., Kyndt, E., Dochy, F. (2014). Modelling for understanding AND for prediction/classification – the power of neural networks in research. Frontline Learning Research, 2 (5), 67-81. doi: 10.14786/flr.v2i5.135

Kyndt, E., Govaerts, N., Dochy, F. (2014). De leerintentie van kortgeschoolde werknemers: Een samenspel tussen individu en organisatie. Over.werk. Tijdschrift van het Steunpunt WSE, 24 (2), 19-26.

Hannes, K., Raes, E., Vangenechten, K., Heyvaert, M., Dochy, F. (2013). Experiences from employees with team learning in a vocational learning or work setting: A systematic review of qualitative evidence. EDUCATIONAL RESEARCH REVIEW, 10, 116-132. doi: 10.1016/j.edurev.2013.10.002

Kyndt, E., Dochy, F. (2013). The relation between learning climate and antecedents for a successful development of organizations. GEDRAG & ORGANISATIE, 26 (4), 357-378.

Hannes, K., Raes, E., Vangenechten, K., Heyvaert, M., Dochy, F. (2013). Experiences from Employees with Team Learning: A Systematic Review of Qualitative Evidence. Educational Research Review, 10, 116-132.

Berghmans, I., Neckebroeck, F., Dochy, F., Struyven, K. (2013). A typology of approaches to peer tutoring. Unraveling peer tutors’ behavioural strategies. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION, 28 (3), 703-723. doi: 10.1007/s10212-012-0136-3

van Dinther, M., Dochy, F., Segers, M., Braeken, J. (2013). The construct validity and predictive validity of a selfefficacy measure for student teachers in competence-based education. STUDIES IN EDUCATIONAL EVALUATION, 39 (3), 169-179. doi: 10.1016/j.stueduc.2013.05.001

Baeten, M., Struyven, K., Dochy, F. (2013). Student-centred teaching methods: Can they optimise students’ approaches to learning in professional higher education? STUDIES IN EDUCATIONAL EVALUATION, 39 (1), 14-22. doi: 10.1016/j.stueduc.2012.11.001

Kyndt, E., Govaerts, N., Claes, T., De la Marche, J., Dochy, F. (2013). What motivates low-qualified employees to participate in training and development? A mixed method study on their learning intentions. Studies in Continuing Education, 35 (3), 315-336.

Kyndt, E., Dochy, F., Onghena, P., Baert, H. (2013). The learning intentions of low-qualified employees: A multilevel approach. Adult Education Quarterly, 63 (2), 165-189.

Raes, E., Decuyper, S., Lismont, B., Van den Bossche, P., Kyndt, E., Demeyere, S., Dochy, F. (2013). Facilitating team learning through transformational leadership. Instructional Science, 41 (2), 287-305.

Kyndt, E., Raes, E., Dochy, F., Janssens, E. (2013). Approaches to learning at work: Investigating work motivation, workload and choice independence. Journal of Career Development, 40 (4), 271-291.

Kyndt, E., Raes, E., Lismont, B., Timmers, F., Dochy, F., Cascallar, E. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? Educational Research Review, 10, 133-149.

Struyven, K., Jacobs, K., Dochy, F. (2013). Why do they want to teach? The multiple reasons of different groups of students for undertaking teacher education. European Journal of Psychology of Education, 28 (3), 1007-1022. doi: 10.1007/s10212-012-0151-4

Baeten, M., Dochy, F., Struyven, K. (2013). Enhancing students’ approaches to learning: The added value of gradually implementing case-based learning. European Journal of Psychology of Education, 28 (2), 315-336.

De Rijdt, C., Stes, A., van der Vleuten, C., Dochy, F. (2013). Influencing variables and moderators of transfer of learning to the workplace within the area of staff development in higher education: Research review. EDUCATIONAL RESEARCH REVIEW, 8, 48-74. doi: 10.1016/j.edurev.2012.05.007

Boon, A., Raes, E., Kyndt, E., Dochy, F. (2013). Team learning beliefs and behaviours in response teams. European Journal of Training and Development, 37 (4), 357-379.

Kyndt, E., Govaerts, N., Keunen, L., Dochy, F. (2013). Examining the learning intentions of low-qualified employees: A mixed method study. Journal of Workplace Learning, 25 (3), 178-197.

Vangrieken, K., Dochy, F., Raes, E., Kyndt, E. (2013). Team entitativity and teacher teams in schools: Towards a typology. Frontline Learning Research, 2013 (2), 86-98.

Baeten, M., Dochy, F., Struyven, K. (2013). The effects of different learning environments on students’ motivation for learning and their achievement. British Journal of Educational Psychology, 83 (3), 484-501.

Kyndt, E., Dochy, F. (2013). Antecedenten van een succesvolle organisatieontwikkeling en hun relatie met het leerklimaat van de organisatie: Een mixed method studie. Gedrag en Organisatie, 26 (4), 357-378.

Musso, M., Kyndt, E., Cascallar, E., Dochy, F. (2013). Predicting general academic performance and identifying the differential contribution of participating variables using artificial neural networks. Frontline Learning Research, 2013 (1), 42-71.

Kyndt, E., Onghena, P., Dochy, F. (2013). Employees’ willingness to participate in work-related learning: A multilevel analysis of employees’ learning intentions.

Granata, S.N., Dochy, F. (2013). Applied PhD research in a work-based environment: An activity theory-based analysis. In: 41st SEFI Conference.

Vansteenkiste, M., Sierens, E., Goossens, L., Soenens, B., Dochy, F., Mouratidis, A., Aelterman, N., Haerens, L., Beyers, W. (2012). Identifying configurations of perceived teacher autonomy support and structure: Associations with self-regulated learning, motivation and problem behavior. Learning and Instruction, 22 (6), 431-439.

Berghmans, I., Druine, N., Dochy, F., Struyven, K. (2012). A facilitative versus directive approach in training clinical skills? Investigating students’ clinical performance and perceptions. PERSPECTIVES ON MEDICAL EDUCATION, 1 (3), 104-118. doi: 10.1007/s40037-012-0018-z

Berghmans, I., Neckebroeck, F., Dochy, F., Struyven, K. (2012). A typology of approaches to peer tutoring. Unravelling peer tutors’ behavioural strategies. European Journal of Psychology of Education, 28 (3), 703-723. doi:10.1007/s10212-012-0136_3

De Rijdt, C., van der Rijt, J., Dochy, F., van der Vleuten, C. (2012). Rigorously selected and well trained senior student tutors in problem based learning: student perceptions and study achievements. INSTRUCTIONAL SCIENCE, 40 (2), 397-411. doi: 10.1007/s11251-011-9173-6

Soenens, B., Sierens, E., Vansteenkiste, M., Dochy, F., Goossens, L. (2012). Psychologically controlling teaching: Examining outcomes, antecedents, and mediators. Journal of Educational Psychology, 104 (1), 108-120.

Struyven, K., Dochy, F., Janssens, S. (2012). Explaining students’ appraisal of lectures and student-activating teaching: perceived context and student characteristics. Interactive Learning Environments, 20 (5), 391-422.

Kyndt, E., Cascallar, E., Dochy, F. (2012). Individual differences in working memory capacity and attention, and their relationship with students’ approaches to learning. Higher Education, 64 (3), 285-297.

Baeten, M., Dochy, F., Struyven, K. (2012). Using students’ motivational and learning profiles in investigating their perceptions and achievement in case-based and lecture-based learning environments. EDUCATIONAL STUDIES, 38 (5), 491-506. doi: 10.1080/03055698.2011.643113

Musso, M., Kyndt, E., Cascallar, E., Dochy, F. (2012). Predicting mathematical performance: The effect of cognitive processes and self-regulation factors. Education Research International, 2012, Art.No. doi:10.1155/2012/250719.

Kyndt, E., Baert, H., Dochy, F. (2012). Leermotieven in de tweede helft van de carrière. Opleiding en Ontwikkeling: Tijdschrift voor Human Resource Development, 2012 (2), 49-54.

Baeten, M., Dochy, F. (2012). The effects of contrasting learning environments on students’ motivation for learning and their achievement.

Berghmans, I., Dochy, F. (sup.), Struyven, K. (cosup.) (2012). Peer Assisted Learning. Unravelling peer tutors’ approaches to tutoring and their effects on students’ learning, experiences and the dynamics of this learning environment.

Baeten, M., Dochy, F. (sup.), Struyven, K. (cosup.) (2012). Do student-centred learning environments matter? Research into their effects on students’ approaches to learning, motivation and achievement.

Gielen, S., Dochy, F., Onghena, P., Struyven, K., Smeets, S. (2011). Goals of peer assessment and their associated quality concepts. Studies in Higher Education, 36 (6), 719-735. doi: 10.1080/03075071003759037

Kyndt, E., Dochy, F., Struyven, K., Cascallar, E. (2011). The perception of workload and task complexity and its influence on students’ approaches to learning: A study in higher education. European Journal of Psychology of Education, 26 (3), 393-415.

Dochy, F., Berghmans, I., Kyndt, E., Baeten, M. (2011). Contributions to innovative learning and teaching? Effective research-based pedagogy – a response to TLRP’s principles from a European perspective. Research Papers in Education, 26 (3), 345-356.

Kyndt, E., Govaerts, N., Dochy, F., Baert, H. (2011). The learning intention of low-skilled employees: A key for participation in lifelong learning and continuous training. Vocations and Learning, 4 (3), 211-229.

van Dinther, M., Dochy, F., Segers, M. (2011). Factors affecting students’ self-efficacy in higher education. Educational Research Review, 6 (2), 95-108. doi: 10.1016/j.edurev.2010.10.003.

Gielen, S., Dochy, F., Onghena, P. (2011). An inventory of peer assessment diversity. Assessment and Evaluation in Higher Education, 36 (2), 137-155. doi: 10.1080/02602930903221444.

Kyndt, E., Michielsen, M., Van Nooten, L., Nijs, S., Baert, H. (2011). Learning in the second half of the career: stimulating and prohibiting reasons for participation in formal learning activities. INTERNATIONAL JOURNAL OF LIFELONG EDUCATION, 30 (5), 681-699. doi: 10.1080/02601370.2011.611905.

Govaerts, N., Kyndt, E., Dochy, F., Baert, H. (2011). The influence of learning and working climate on the retention of talented employees. Journal of Workplace Learning, 23 (1), 35-55.

Kyndt, E., Struyven, K., Dochy, F. (2011). Looking at learning approaches from the angle of student profiles.

Berghmans, I., Struyven, K., Dochy, F. (2011). Door de ogen van de peer tutor. Een blik op de ervaren uitdagingen en factoren van invloed tijdens PAL. Tijdschrift voor Hoger Onderwijs, 29 (4), 257-270.

Kyndt, E., Dochy, F. (sup.), Cascallar, E. (cosup.) (2011). Investigating students’ approaches to learning. The role of perceived workload, perceived task complexity, working memory capacity, attention and motivation, and their predictive role of academic performance. 300.

Dochy, F., Segers, M., Gijbels, D., & Van den Bossche, P. (2010). Theories of Learning for the workplace. Building blocks for training and professional education programmes. London: Routledge Publishers.

Gielen, S., Peeters, E., Dochy, F., Onghena, P., Struyven, K. (2010). Improving the effectiveness of peer feedback for learning. Learning and Instruction, 20 (4), 304-315. doi: 10.1016/j.learninstruc.2009.08.007.

Struyven, K., Dochy, F., Janssens, S. (2010). ‘Teach as you preach’: the effects of student-centred versus lecturebased teaching on student teachers’ approaches to teaching. European Journal of Teacher Education, 33 (1), 43-64. doi: 10.1080/02619760903457818.

Gielen, S., Tops, L., Dochy, F., Onghena, P., Smeets, S. (2010). A comparative study of peer and teacher feedback and of various peer feedback forms in a secondary school writing curriculum. British Educational Research Journal, 36 (1), 143-162. doi: 10.1080/01411920902894070.

Baeten, M., Kyndt, E., Struyven, K., Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5(3), 243-260.

Decuyper, S., Dochy, F., Van den Bossche, P. (2010). Grasping the dynamic complexity of team learning: An integrative model for effective team learning in organisations. Educational Research Review, 5 (2), 111-133. doi:10.1016/j.edurev.2010.02.002.

Kyndt, E., Dochy, F., Struyven, K., Cascallar, E. (2010). The direct and indirect effect of motivation for learning on adult students’ approaches to learning through the perceptions of workload and task complexity.

Kyndt, E., Dochy, F., Cascallar, E. (2010). Individuele verschillen in werkgeheugen en aandacht en hun relatie met studieaanpak. Tijdschrift voor Hoger Onderwijs, 28 (2), 118-132.

Decuyper, S., Dochy, F. (sup.), Van den Bossche, P. (cosup.) (2010). Modelling and Facilitating Team Learning.

Sierens, E., Goossens, L. (sup.), Dochy, F. (cosup.) (2010). Autonomy-Supportive, Structuring, and Psychologically Controlling Teaching: Antecedents, Mediators, and Outcomes in Late Adolescents. 250.

Boud, D., Dochy, F., et al., (2010). Assessment 2020. Seven propositions for assessment reform in higher education.

Kyndt, E., Dochy, F., Michielsen, M., Moeyaert, B. (2009). Employee retention: Organisational and personal perspectives. Vocations and Learning, 2 (3), 195-215.

Sierens, E., Vansteenkiste, M., Goossens, L., Soenens, B., Soenens, B., Dochy, F. (2009). The synergistic relationship of perceived autonomy support and structure in the prediction of self-regulated learning. British Journal of Educational Psychology, 79 (1), 57-68. doi: 10.1348/000709908X304398.

Kyndt, E., Dochy, F., Nijs, H. (2009). Learning conditions for non-formal and informal workplace learning. Journal of Workplace Learning, 21 (5), 369-383.

Beausaert, S., Sierens, E., Soenens, B., Dochy, F. (2009). Over de link tussen perfectionisme bij leerkrachten en psychologisch controlerend lesgeven: speelt burnout een mediërende rol ? Pedagogische Studiën, 86 (4), 281-295.

Dochy, F., Kyndt, E., Baeten, M., Pottier, S., Veestraeten, M. (2009). The effects of different standard setting methods and the composition of borderline groups: a study within a law curriculum. Studies in Educational Evaluation, 35 (4), 174-182.

Baeten, M., Struyven, K., Dochy, F. (2009). Evaluatievoorkeuren van studenten en hun ervaringen met een portfolio: beïnvloeden deze factoren de studieaanpak? Tijdschrift voor Hoger Onderwijs, 27 (3), 171-180.

Jacobs, K., Struyven, K., Dochy, F. (2009). Een profiel van de Vlaamse student bij de start van de lerarenopleiding: motieven, studieaanpak en instructievoorkeuren. Tijdschrift voor hoger onderwijs, 27 (1), 3-17.

Schelfhout, W., Dochy, F. (sup.), Janssens, S. (cosup.), Cascallar, E. (cosup.) (2009). Inductive approaches in the training of economics teachers: Encouraging towards activating teaching.

Baeten, M., Dochy, F., Struyven, K. (2008). Students’ approaches to learning and assessment preferences in a portfolio-based learning environment. Instructional Science: An International Journal of Learning and Cognition, 36 (5-6), 359-374. doi: 10.1007/s11251-008-9060-y.

Struyven, K., Dochy, F., Janssens, S. (2008). Students’ likes and dislikes regarding student-activating and lecturebased educational settings: Criteria that matter. European Journal of Psychology and Education, 23 (3), 295-317. doi: 10.1007/BF03173001.

Struyven, K., Dochy, F., Janssens, S. (2008). The effects of hands-on experiences on students’ preferences of assessment methods. Journal of Teacher Education, 59 (1), 69-88. doi: 10.1177/0022487107311335.

Van de Watering, G., Gijbels, D., Dochy, F., Van der Rijt, J. (2008). Student’s assessment preferences, perceptions of assessment and their relationships to study results. Higher Education, 56 (6), 645-658. doi: 10.1007/s10734-008-9116-6.

Struyven, K., Dochy, F., Janssens, S., Gielen, S. (2008). Student’s experiences with contrasting teaching/learning environments: the added value of students’ perceptions. Learning Environments Research, 11 (2), 83-109. doi: 10.1007/s10984-008-9041-8.

Brants, L., Struyven, K., Dochy, F., Nickmans, G. (2008). Literature Scan on Online Remedial Teaching and Learning: A European Perspective Development of Effective online remedial education. In: B. Rienties, B. Giesbers, W. Gijselaers (Eds.), Proceedings of Student Mobility and ICT: can E-learning overcome barriers of Lifelong Learning ?, (149-156). Presented at the Student Mobility and ICT: can E-learning overcome barriers of Lifelong Learning ?,Maastricht, 01 Nov 2008-01 Nov 2008. Maastricht. ISBN: 978-90-813727-1-8.

Struyven, K., Dochy, F., Janssens, S. (2007). De ervaringen van studenten met contrastrijke leeromgevingen: Wat leren percepties van studenten ons? Tijdschrift voor Hoger Onderwijs, 25, 93-125.

De Rijdt, C., Dochy, F., Bamelis, S. (2007). Staff development in het hoger onderwijs: Drie macromodellen en gepercipieerde effecten. Tijdschrift voor Hoger Onderwijs, 25, 58-68.

Gielen, S., Dochy, F. (sup.), Onghena, P. (cosup.) (2007). Peer assessment as a tool for learning. 234.

Gijbels, D., Dochy, F. (2006). Students’ assessment preferences and approaches to learning: can formative assessment make a difference? Educational studies, 32 (4), 399-409.

Segers, M., Dochy, F. (2006). Introduction Enhancing student learning through assessment: Alignment between levels of assessment and different effects on learning. Studies in Educational Evaluation, 32 (3), 171-179. doi: 10.1016/j.stueduc.2006.08.003.

De Rijdt, C., Tiquet, E., Dochy, F., Devolder, M. (2006). Teaching portfolios in higher education and their effects: An explorative study. Teaching and teacher education, 22 (8), 1084-1093.

Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S., Sierens, E. (2006). Educating for learning-focused teaching in teacher training: The need to link learning content with practice experiences within an inductive approach. Teaching and Teacher Education, 22 (7), 874-897.

Struyven, K., Dochy, F., Janssens, S., Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and instruction, 16 (4), 279-294.

Gijbels, D., Van de Watering, G., Dochy, F., Van den Bossche, P. (2006). New learning environments and constructivism: The students’ perspective. Instructional science, 34 (3), 213-226.

Struyven, K., Dochy, F., Janssens, S., Schelfhout, W., Gielen, S. (2006). The overall effects of end-of-course assessment on student performance: A comparison between multiple choice testing, peer assessment, case-based assessment and portfolio assessment. Studies in Educational Evaluation, 32 (3), 202-222.

Schelfhout, W., Dochy, F., Janssens, S., Struyven, K., Gielen, S. (2006). Towards an equilibrium model for creating powerful learning environments. Validation of a questionnaire on creating powerful learning environments during teacher training internships. European Journal of Teacher Education, 29 (4), 471-503.

Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., Ridgway, J., Wiesemes, R., Nickmans, G. (2006). A learning integrated assessment system. Educational Research Review, 1, 61-67.

Sierens, E., Soenens, B., Vansteenkiste, M., Goossens, L., Dochy, F. (2006). De authoritatieve leerkrachtstijl: Een model voor de studie van leerkrachtstijlen. Pedagogische Studiën, 83, 419-431.

Struyven, K., Dochy, F., Janssens, S., Schelfhout, W., Gielen, S. (2006). De effecten van de evaluatie-ervaring op de percepties van studenten over assessment. Pedagogische Studiën, 83 (1), 35-54.

Segers, M., Dochy, F. (2006). Enhancing student learning through assessment: Alignment between levels of assessment and different effects on learning. Studies in Educational Evaluation, 32, 171-179.

Segers, M., Dochy, F. (2006). Introduction Enhancing student learning through assessment: Alignment between levels of assessment and different effects on learning. Studies in Educational Evaluation, 32 (3), 171-179. doi: 10.1016/j.stueduc.2006.08.003.

Struyven, K., Dochy, F., Janssens, S. (2006). Leidt de studentactiverende leersetting tot diepere leerbenaderingen bij studenten? Studentactiverende versus leerkrachtgestuurde instructie. Tijdschrift voor Hoger Onderwijs, 24, 34-46.

Gijbels, D., Van de Watering, G., Dochy, F., Van den Bossche, P. (2005). The relationship between students’ approaches to learning and the assessment of learning outcomes. European journal of psychology of education, 20, 327-341.

Struyven, K., Dochy, F., Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education. Assessment and evaluation in higher education, 30, 325-341.

Gijbels, D., Van de Watering, G., Dochy, F. (2005). Integrating assessment tasks in a problem-based learning environment. Assessment and evaluation in higher education, 30, 73-86.

Dochy, F., Segers, M., Van den Bossche, P., Struyven, K. (2005). Students’ perceptions of a problem-based learning environment. Learning Environments Research, 8, 41-66.

Gijbels, D., Dochy, F., Van den Bossche, P., Segers, M. (2005). Effects of problem-based learning: a meta-analysis from the angle of assessment. Review of educational research, 75 (1), 27-61.

Gijbels, D., Van de Watering, G., Dochy, F. (2005). Op weg naar een integratie van leren, instructie en toetsing. Onderzoek van onderwijs, 34, 56-59.

Struyven, K., Dochy, F., Gielen, S. (2005). Students’ perceptions on new modes of assessment. In: T. Mannarini, A. Perucca, S. Salvatore (Eds.), Edizioni Carlo Amore: Quale psicologia per la scuola del futuro?: vol. 3, (10-20). Presented at the Mind, Culture and Demand: What psychology for schools of the future, University of Lecce, 01 Jun 2003-01 Jun 2003. Roma. ISBN: 9788887958348.

Struyven, K., Dochy, F. (sup.), Janssens, S. (cosup.) (2005). De effecten van student-activerende leeromgevingen op de percepties van studenten, de leerprestaties en het lesgeefgedrag van toekomstige leerkrachten.

Schelfhout, W., Dochy, F., Janssens, S. (2004). The use of self-, peer and teacher assessment as a feedback system in a learning environment aimed at fostering skills of cooperation in an entrepreneurial context. Assessment and Evaluation in Higher Education, 29, 117-203. doi: 10.1080/0260293042000188465.

Struyven, K., Gielen, S., Dochy, F. (2004). Students’ perceptions on new modes of assessment and their influence on student learning: the portfolio case. European Journal of School Psychology, 1, 199-226.

Dochy, F. (2004). Competentiegericht leren in het hoger onderwijs: tussen droom en daad. Tijdschrift voor hoger onderwijs, 22, 21-29.

De Rijdt, C., Tiquet, E., Dochy, F., Devolder, M. (2004). Teacher portfolio’s (onderwijsdossiers voor docenten) in het hoger onderwijs: inhoudsbepaling door en opvattingen van onderwijsgevenden. Tijdschrift voor hoger onderwijs, 22, 220-237.

Gijbels, D., Dochy, F., Van den Bossche, P., Segers, M. (2003). Effects of short-term implementations of problembased learning within teacher training. International Journal of Educational Policy, Research and Practice, 3, 55-72.

Dochy, F., Segers, M., Van den Bossche, P., Gijbels, D. (2003). Effects of problem-based learning: a meta-analysis. Learning and instruction, 13, 533-568.

Dochy, F., Admiraal, W., Pilot, A. (2003). Peer- en co-assessment als instrument voor diepgaand leren: bevindingen en richtlijnen. Tijdschrift voor hoger onderwijs, 21, 220-229.

Schelfhout, W., Dochy, F., Janssens, S., Sierens, E. (2003). Educating for constructivist teaching. Determinant factors and successful learning environments in teacher training. In: L. Mason, S. Andreuzza, B. Arfè, L. Del Favero (Eds.), 10th European conference for research on leraning and isntruction. Abstracts, (107-108). Presented at the Improving learning. Fostering the will to learn, Biennal Conference EARLI, Padova, 26 Aug 2003-30 Aug 2003. Padova. ISBN: 88-7178-975-X.

Schelfhout, W., Dochy, F., Janssens, S. (2003). Educating for constructivist teaching. In: Paedagogische studiën: vol. 81 (2), (171-171). Presented at the European Conference for Research on Learning and Instruction (EARLI), Padova, Italy, 26 Aug 2003-30 Aug 2003. Padova, Italy.

Struyven, K., Dochy, F., Janssens, S. (2003). Students’ perceptions about learning, assessment and instruction: A review. In: Abstracts of the 10th European Conference for Research on Learning and Instruction, (536-537). Presented at the 10th European Conference for research on Learning and Instruction, Padova, Italy, 26 Aug 2003-30 Aug 2003. Padova, Italy. ISBN: 88-7178-975-X.

Dochy, F., De Rijdt, C., Dyck, W. (2002). Cognitive prerequisites and learning. Active Learning in Higher Education, 3, 265-284. doi: 10.1177/1469787402003003006.

Dochy, F., Segers, M., Pletinckx, J. (2002). The question of entry assessment or how can we assess previously acquired knowledge? Main research findings and implications for practice. International Journal of Continuing Engineering Education and Lifelong Learning, 12 (1), 31-44.

Schelfhout, W., Dochy, F., Janssens, S. (2002). Opleiden tot constructivistisch onderwijs: bepalende factoren en succesvolle leeromgevingen in de lerarenopleiding. Tijdschrift voor hoger onderwijs, 20, 267-286.

Dochy, F., Segers, M., Dierick, S. (2002). Nuevas vías de aprendizaje y enseñanza y sus consecuencias: une nueva era de evaluación. Boletin de la red estatal de docencia universitaria, 2 (2), 13-29.

Struyven, K., Dochy, F., Janssens, S. (2002). Students’ perceptions about assessment in higher education. In: EducatiOn-Line. Presented at the Paper presented at Joint Northumbria/Earli Assessment Conference, Longhurst College, Newcastle (U.K.), 01 Aug 2002-01 Aug 2002.

Janssens, S., Dochy, F., Struyven, K. (2002). Percepties van studenten en docenten van het gebruik van portfolio’s in de lerarenopleiding. In: Onderwijsonderzoek in Nederland en Vlaanderen. Proceedings van de 29ste Onderwijsresearchdagen 2002 te Antwerpen. Presented at the Onderwijsresearchdagen 2002, Antwerpen, 29 Jan 2002-31 Jan 2002. Antwerpen. ISBN: 90-5728-032-9.

Struyven, K., Dochy, F., Janssens, S. (2002). Students’ perception about learning in higher education. In: M. Valcke, D. Gombeir (Eds.), Learning styles: reliability and validity: Proceedings of the seventh annual European learning styles information network, (389-396). Presented at the Annual European learning styles information network, Gent, 26 Jun 2002-28 Jun 2002. Ghent.

Struyven, K., Dochy, F. (contr.), Janssens, S. (contr.) (2002). Students’ perceptions about constructivist learning environments within teacher education and its effects on student learning and prospective teacher behaviour.

Segers, M., Dierick, S., Dochy, F. (2001). Quality standards for new modes of assessment. An exploratory study of the consequential validity of the OverAll Test. European journal of psychology of education, 16 (4), 569-588.

Segers, M., Dochy, F. (2001). New assessment forms in problem-based learning: the value-added of the students’ perspective. Studies in Higher Education, 26 (3), 327-343.

Dochy, F., Moerkerke, G., De Corte, E., Segers, M. (2001). The assessment of quantitative problemsolving skills with “none of the above” items (NOTA items). European Journal of Psychology of Education, 16, 163-177.

Dierick, S., Dochy, F. (2001). New lines in edumetrics: new forms of assessment lead to new assessment criteria. Studies in Educational Evaluation, 27 (4), 307-331.

Sluijsmans, D.M A., Moerkerke, G., van Merriënboer, J.J G., Dochy, F. (2001). Peer assessment in problem based learning. Studies in Educational Evaluation, 27, 153-173.

Dochy, F. (2001). A new assessment era: Different needs, new challenges. Learning and instruction, 10, 11-20.

Dochy, F. (2001). A new assessment era: Different needs, new challenges. Research Dialogue in Learning and Instruction, 2, 11-20.

Dierick, S., Dochy, F., Van de Watering, G. (2001). Assessment in het hoger onderwijs: over de implicaties van nieuwe toetsvormen voor de edumetrie. Tijdschrift voor hoger onderwijs, 19, 2-18.

Van den Bossche, P., Segers, M., Gijbels, D., Dochy, F. (2001). Effecten van een probleemgestuurd economisch curriculum. Tijdschrift voor hoger onderwijs, 19, 254-277.

Segers, M., Dochy, F., Dierick, S. (2001). Een ander onderwijsmodel… een ander toetsmodel? Leren in perspectief / Wald, A.; Van der Linden, J. (Eds.). – Leuven: Acco, 157-171.

Segers, M., Gijbels, D., Van den Bossche, P., Dochy, F. (2001). Studentgericht onderwijs en probleemgestuurd onderwijs: betekenis, achtergronden en effecten.

Dochy, F., Dierick, S. (2000). Assessment in constructiegericht onderwijs en probleemgestuurd onderwijs: een noodzakelijke voorwaarde voor universitaire onderwijsinnovatie. Tijdschrift voor onderwijsrecht en onderwijsbeleid, 4, 290-306.

Gijbels, D., Claes, K., Dochy, F. (2000). Op weg naar nieuwe assessmentvormen: nieuwe noden, nieuwe uitdagingen.

Dochy, F., Heylen, L., Van de Mosselaer, H. (2000). Coöperatief leren in een krachtige leeromgeving: Handboek probleemgestuurd leren in de praktijk.

For publications before 2000 you can email filip.dochy@hotmail.com