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Aktuelle Publikationen

Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., Melis, E. (2014).  Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers & Education, 71C, S. 56-76. doi 10.1016/j.compedu.2013.09.011

Schoor, C., Kownatzki, S., Narciss, S., & Körndle, H. (2014). Effects of Feeding Back the Motivation of a Collaboratively Learning Group. Electronic Journal of Research in Educational Psychology, 12(1), 191-210.

Immanuel Albrecht and Hermann Körndle, Fostering Scientific Reasoning Skills through Interactive  Learning Tasks, CSEDU 2013 - Proceedings of the 5th International Conference on Computer Supported Education (Owen Foley, Maria Teresa Restivo, James Uhomoibhi, and Markus Helfert, eds.), SCITEPRESS, 2013, pp. 393–398. Presented at CSEDU13, PDF.

Peters, O., Körndle, H., & Narciss, S. (2013). Verbessert das Geben von Peer-Assessment individuelle Planungskompetenzen von Zerspanungsmechanikern? 14. Fachgruppentagung Pädagogische Psychologie (PAEPS). Hildesheim, Deutschland.

Peters, O., Körndle, H., & Narciss, S. (2013). Factors and effects of peer feedback on the aquisition of planning skills in cutting mechanics. 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Munich, Germany.

Damnik, G., Proske, A., Narciss, S., & Körndle, H. (2013). Informal learning with technology: The effects of self-constructing externalizations. The Journal of Educational Research, 106(6), 431-440.

Hilbig, A., Proske, A., Damnik, G., Faselt, F., & Körndle, H. (2013). Designing workplace learning and knowledge exchange. In M. Helfert, O. Foley, M. T. Restivo, & J. Uhomoibhi (Eds.), Proceedings of the 5th International Conference on Computer Supported Education (pp. 635 - 638). Setubal: INSTICC, SciTePress.

Kapp, F., & Körndle, H. (2013, August). CouchCampus – a tool to assess web-based learning in experimental settings. ICT Demonstration at the 15th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.

Kapp, F., Braun, I. & Körndle, H. (2013). Metakognitive Unterstützung durch Smartphones in der Lehre - wie man Studierende in der Vorlesung unterstützen kann. In C. Bremer & D. Krömker (Hrsg.), E-Learning zwischen Vision und Alltag, (S. 290-295). Münster: Waxmann.

Kapp, F. & Proske, A. (2013). Lernaufgaben in der universitären Lehre - Seminarbegleitend, in der Vorlesung oder webbasiert auf Lernplattformen (C 2.26). In B. Berendt, B. Szcyrba, P. Tremp, H.-P. Voss, & J. Wildt (Hrsg.), Neues Handbuch Hochschullehre. Lehren und Lernen effizient gestalten (S. 1-26). Berlin: Raabe Fachverlag für Wissenschaftsinformation.

Proske, A. & Kapp, F. (2013). Fostering topic knowledge: Essential for academic writing. Reading and Writing, 26(8), 1337-1352. doi: 10.1007/s11145-012-9421-4

Proske, A., Damnik, G., & Körndle, H. (2013). Die Weitergabe impliziten Wissens auch in kleinen und mittleren Unternehmen nicht dem Zufall überlassen. In A. Rambau & S. Mühlpfordt (Hrsg.), Fit für den Wissenswettbewerb. Vorgehensweisen und Fallbeispiele für die Praxis (S. 88-94). Berlin: Bundesministerium für Wirtschaft und Technologie. Verfügbar unter: http://www.bmwi.de/BMWi/Redaktion/PDF/W/wissensmanagement-fw2013-teil2,property=pdf,bereich=bmwi2012,sprache=de,rwb=true.pdf 

Weiherl, P., Proske, A. & Körndle, H. (2013). Life-Balance: Mehr Zeit für Persönliches. Wirtschaftspsychologie aktuell, 20(2), 24-28.

Narciss, S., Körndle, H. & Proske, A. (2013). Challenges of investigating metacognitive tool use and effects in (rich) web-based learning environments. In R. Azevedo and V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 243-260). New York: Springer, DOI: 10.1007/978-1-4419-5546-3_17.

Damnik, G., Proske, A., Kühl, T., Hilbig, A., & Körndle, H. (2012). Aquwa: Developing instructional design competencies for workplace learning by a further education course. Proceedings of the 4th Joint Conference of the EARLI SIG 6/7 (pp. 133-136), Bari, Italy: Università degli Studi di Bari.

Damnik, G., Proske, A., & Körndle, H. (2012). Is knowledge acquisition in Learners as Designers a matter of self-generating an externalization of the situation model? Proceedings of the 4th Joint Conference of the EARLI SIG 6/7 (pp. 205-208), Bari, Italy: Università degli Studi di Bari.

Draeger, I., & Schoor, C. (2012). Erneuerbare Energien als Arbeitsfeld für junge Menschen. Unterrichtspraxis. Beilage zu "bildung und wissenschaft" der Gewerkschaft Erziehung und Wissenschaft Baden-Württemberg, 45(3), 17-20.

Eichelmann, A., Narciss, S., Schnaubert, L., & Melis, E. (2012). Typische Fehler bei der Addition und Subtraktion von Brüchen – Ein Review zu empirischen Fehleranalysen. Journal für Mathematik-Didaktik, 33(1), 29-57.

Eichelmann, A., Andrés, E., Schnaubert, L., Narciss, S. & Sosnovsky, S. (2012). Interaktive Fehler-Finde- und Korrektur-Aufgaben. Eine Akzeptanz und Usability-Studie bei Sechst- und Siebtklässlern. In G. Csanyi, F. Reichl & A. Steiner (Hrsg.), Digitale Medien - Werkzeuge für Forschung und Lehre (S. 401-412). Münster: Waxmann.

Grisslich, P., Proske, A. & Körndle, H. (2012). Beyond work and life - what role does time for oneself play in work-life-balance? Zeitschrift für Gesundheitspsychologie, 20(4), 166-177.

Kapp, F., Kühl, T., Damnik, G., & Körndle, H. (2012). How to distribute learning questions within web-based learning? Massed vs. single presentation of learning questions. Proceedings of the 4th Joint Conference of the EARLI SIG 6/7 (pp. 52-55), Bari, Italy: Università degli Studi di Bari.

Kapp, F., Narciss, S., Proske, A., & Körndle, H. (2012). Impact of interactive learning questions on SRL with a web-based learning environment. Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition (pp. 53-54). Milano, Italy: Università Cattolica del Sacro Cuore.

Kühl, T., Eitel, A., Damnik, G., Proske, A., Scheiter, K., & Körndle, H. (2012). Disfluency research meets cognitive load theory in learning with narrated visualizations. Proceedings of the 4th Joint Conference of the EARLI SIG 6/7 (pp. 187-188), Bari, Italy: Università degli Studi di Bari.

Kühl, T., Scheiter, K., & Gerjets, P. (2012). Enhancing learning from dynamic and static visualizations by means of cueing. Journal of Educational Multimedia and Hypermedia, 21, 71-88.

Lippmann, M., Narciss, S., Schwartz, N., Danielson, R., & Sarmento, D. (2012). Effects of Topic Structure, Text-Titles and the Timing of Keywording Tasks on Self-Evaluation and Learning Outcomes in Self-Regulated Learning from Text. Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition (p. 74). Milano, Italy: Università Cattolica del Sacro Cuore.

Narciss, S. (2012). Feedback in Instructional Contexts. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1285-1289) New York: Springer.

Narciss, S. (2012). Feedback Strategies. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1289-1293) New York: Springer.

Proske, A. (2012). Können computerbasierte Trainingsaufgaben Text- und Schreibroutinen beim wissenschaftlichen Schreiben fördern? In H. Feilke & K. Lehnen (Hrsg.), Schreib- und Textroutinen. Theorie, Erwerb und didaktisch-mediale Modellierung (S. 83-100). Frankfurt/Main: Peter Lang.

Proske, A., Körndle, H., & Narciss, S. (2012). Interactive learning tasks. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1606-1610). New York: Springer.

Proske, A., Narciss, S., & McNamara, D. (2012). Computer-based scaffolding to facilitate students’ development of expertise in academic writing. Journal of Research in Reading, 35(2), 136-152.

Schnaubert, L., Andrès, E., Eichelmann, A., Narciss, S., Goguadze, G., & Sosnovsky, S. (2012). Behavioural differences following high- vs. low-confidence errors within a tutoring learning environment for fraction learning. Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition (p. 150). Milano, Italy: Università Cattolica del Sacro Cuore.

Schnaubert, L., Andrès, E., Narciss, S., Sosnovsky, S., Eichelmann, A., & Goguadze, G. (2012). Differential Feedback Effects Within Multi-trial Web-based Learning Tasks. Proceedings of the 4th Joint Conference of the EARLI SIG 6/7 (pp. 112-115), Bari, Italy: Università degli Studi di Bari.

Schnaubert, L., Andrès, E., Narciss, Eichelmann, A., S., Goguadze, G., & Sosnovsky, S. (2012). The impact of students’ self-evaluation of competence on learning behaviour within multi-trial learning tasks. Proceedings of the 5th Biennial Meeting of the EARLI Special Interest Group 16 Metacognition (pp. 73). Milano, Italy: Università Cattolica del Sacro Cuore.

Schnaubert, L., Andrès, E., Narciss, S., Sosnovsky, S., Eichelmann, A., & Goguadze, G. (2012). Using Local and Global Self-Evaluations to Predict Students' Problem Solving Behaviour. In A. Ravenscroft, S. Lindstaedt, C. Delgado Kloos, & D. Hernández-Leo (Eds.), 21st Century Learning for 21st Century Skills (pp. 334 - 347). Berlin: Springer.

Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321-1331.

Schoor, C., Bannert, M., & Brünken, R. (2012). Role of dual task design when measuring cognitive load during multimedia learning. Educational Technology Research & Development, 60(5), 753-768.

Schoor, C., & Körndle, H. (2012). Checklist for a didactically sound design of elearning content. eLearning Papers, 29. http://elearningeuropa.info/en/article/Checklist-for-a-Didactically-Sound-Design-of-eLearning-Content?paper=117983

Last modified: 04.04.2014 12:24
Author: superuser

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