Herman Buelens

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The authors examined the impact of power on in-group bias by manipulating group members' power over the in-group and power over the out-group as orthogonal factors. Each factor had 3 levels: 0%, 50%, and 100%. Participants were 216 male pupils (12-13 years old). Participants showed no in-group bias when they had 0% control over the in-group, strong in-group(More)
We evaluated longterm levamisole treatment of 201 rheumatoid patients. Fifty-nine patients in their 1st yr of treatment were not analyzed; of the remaining 142, 69 (49%) still took levamisole with benefit. Levamisole was stopped in 32 patients (22%) for inefficacy and for reversible adverse reactions in 37 (26%). Leukotoxic side-effects were the commonest(More)
OBJECTIVES The quality of computer-mediated asynchronous group discussion in educational settings often has potential for improvement. To this end, 2 categories of recommendations can be found in the literature. Some authors advise providing didactic guidelines to students. Others recommend informing students about the basics of (formal) network etiquette(More)
This paper present experiences with the use of a didactical CASE-tool for teaching object-oriented domain modelling. The tool provides the student with interactive feedback and verification of the models helping in this way to find obvious mistakes. Furthermore, the tool enables validating the model against user requirements by generating a prototype. This(More)
in the field of practice of educational development, instructional consultation is generally accepted as a valuable strategy to improve the quality of teaching. While instructional consultation has been enacted for several decades as a one-to-one strategy to improve individual academics’ teaching, current evolutions in higher education challenge academics(More)
This chapter demonstrates the influence of the socio-emotional quality of small-group functioning in a collaborative learning setting. It reports a case study from a sophomores’ class at a Belgian university. The subjects were 142 undergraduates sub-divided into 12 project-groups of 12 students each. Following a description of the collaborative learning(More)
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