367 results on '"Kollar, Ingo"'
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2. Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education
3. Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?
4. Using Natural Language Processing to Support Peer-Feedback in the Age of Artificial Intelligence: A Cross-Disciplinary Framework and a Research Agenda
5. Computergestütztes Lernen in interprofessionellen Kontexten
6. Pre-Service Teachers' Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
7. How Are Achievement Goals Associated with Self-, Co-, and Socially Shared Regulation in Collaborative Learning?
8. Examining the Regulation of Motivational and Comprehension-Related Problems during Collaborative Learning
9. Small Group Learning
10. (Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften
11. Adaptable Scaffolding of Mathematical Argumentation Skills: The Role of Self-Regulation When Scaffolded with CSCL Scripts and Heuristic Worked Examples
12. Using Technology to Promote Student Learning? An Analysis of Pre- and In-Service Teachers' Lesson Plans
13. Effects of Worked Examples and External Scripts on Fallacy Recognition Skills: A Randomized Controlled Trial
14. Using Digital Technology to Promote Higher Education Learning: The Importance of Different Learning Activities and Their Relations to Learning Outcomes
15. Examining the regulation of motivational and comprehension-related problems during collaborative learning
16. Small Group Learning
17. Do Different Goals Affect the Configuration of University Students' Internal Collaboration Scripts? Results of an Epistemic Network Analysis Study
18. Supporting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of Feedback Provision and Feedback Integration Scaffolds
19. Who Wants to Hear Bad News? How the Epistemic Perspective Determines the Perception of Peer Feedback
20. Scaffolding the Peer-Feedback Process: A Meta-Analysis
21. Teaching Students to Perform Child Welfare Assessments with Adaptable Computer-Supported Scripts and Metacognitive Reflection Prompts
22. Pre-Service Teachers' Evidence-Based Reasoning during Pedagogical Problem-Solving: Better Together?
23. Scaffolding Argumentation in Mathematics with CSCL Scripts: Which Is the Optimal Scripting Level for University Freshmen?
24. Adaptable scaffolding of mathematical argumentation skills: The role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples
25. How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study.
26. Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?
27. Experimental and Quasi-Experimental Research in CSCL
28. Regulating Self-Organized Collaborative Learning: The Importance of Homogeneous Problem Perception, Immediacy and Intensity of Strategy Use
29. Kooperationsskripts beim technologieunterstützten Lernen
30. Small Group Learning
31. Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help?
32. Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda
33. Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education
34. When Coding-and-Counting Is Not Enough: Using Epistemic Network Analysis (ENA) to Analyze Verbal Data in CSCL Research
35. Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?
36. Using Process Mining (PM) and Epistemic Network Analysis (ENA) for Comparing Processes of Collaborative Problem Regulation
37. Lehren und Unterrichten
38. Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study
39. Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use
40. Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung : Theoretische Ansätze und empirische Befunde
41. Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre
42. How to Use Theory to Implement Natural Language Processing for Peer-Feedback
43. Perceptions Predict Problem Regulation? The Role of Homogeneous Problem Perception for Successful Regulation in Collaborative Learning
44. Friends or Feedback? – Computer Science Students’ Goals and Their Intention to Use a Feedback-Tool
45. Putting ICAP to the test: How are technology-enhanced learning ac-tivities related to cognitive and affective-motivational learning out-comes in higher education?
46. How to Combine Collaboration Scripts and Heuristic Worked Examples to Foster Mathematical Argumentation--When Working Memory Matters
47. Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: A Meta-Analysis
48. Adaptable Scripting to Foster Regulation Processes and Skills in Computer-Supported Collaborative Learning
49. When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research
50. Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis
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