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Hits 1 – 20 of 23
1
Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection
Blomberg, Geraldine
;
Sherin, Miriam Gamoran
;
Renkl, Alexander
...
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
42 (2014) 3, 443-463
OLC Linguistik
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2
Two instructional aids to optimise processing and learning from instructional explanations
Roelle, Julian
;
Berthold, Kirsten
;
Renkl, Alexander
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
42 (2014) 2, 207-228
OLC Linguistik
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3
Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions
Hefter, Markus H.
;
Berthold, Kirsten
;
Renkl, Alexander
...
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
42 (2014) 6, 929-947
OLC Linguistik
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4
The double-edged effects of explanation prompts
Berthold, Kirsten
;
Röder, Heidi
;
Knörzer, Daniel
...
In:
Computers in human behavior. - Amsterdam [u.a.] : Elsevier
27 (2011) 1, 69-75
OLC Linguistik
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5
Effects of different ratios of worked solution steps and problem solving opportunities on cognitive load and learning outcomes
Schwonke, Rolf
;
Renkl, Alexander
;
Salden, Ron
...
In:
Computers in human behavior. - Amsterdam [u.a.] : Elsevier
27 (2011) 1, 58-62
OLC Linguistik
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6
Expertise reversal effects in writing-to-learn
Nückles, Matthias
;
Hübner, Sandra
;
Dümer, Sandra
...
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
38 (2010) 3, 237-258
BLLDB
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7
Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy
Gurlitt, Johannes
;
Renkl, Alexander
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
38 (2010) 4, 417-433
BLLDB
OLC Linguistik
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8
Learning how to use a computer-based concept-mapping tool: Self-explaining examples helps
Hilbert, Tatjana S
;
Renkl, Alexander
In:
Computers in human behavior. - Amsterdam [u.a.] : Elsevier
25 (2009) 2, 267-274
OLC Linguistik
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9
The worked-example effect: Not an artefact of lousy control conditions
Schwonke, Rolf
;
Renkl, Alexander
;
Krieg, Carmen
...
In:
Computers in human behavior. - Amsterdam [u.a.] : Elsevier
25 (2009) 2, 258-266
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10
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations
Berthold, Kirsten
;
Eysink, Tessa H S
;
Renkl, Alexander
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
37 (2009) 4, 345-364
OLC Linguistik
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11
Why constructivists should not talk about constructivist learning environments: a commentary on Loyens and Gijbels (2008)
Renkl, Alexander
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
37 (2009) 5, 495-498
OLC Linguistik
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12
Worked examples and tutored problem solving: redundant or synergistic forms of support?
Salden, Ron J. C. M.
;
Aleven, Vincent A. W. M. M.
;
Renkl, Alexander
...
In:
Topics in cognitive science. - Hoboken, NJ [u.a.] : Wiley
1 (2009) 1, 203-213
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13
Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?
Salden, Ron J C M
;
Aleven, Vincent A W M M
;
Renkl, Alexander
...
In:
Topics in cognitive science. - Hoboken, NJ [u.a.] : Wiley
1 (2009) 1, 203
OLC Linguistik
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14
Concept mapping as a follow-up strategy to learning from texts: what characterizes good and poor mappers?
Hilbert, Tatjana S
;
Renkl, Alexander
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
36 (2008) 1, 53-74
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15
Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking
Wittwer, Jörg
;
Nückles, Matthias
;
Renkl, Alexander
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
36 (2008) 1, 27-52
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16
Enhancing computer-supported writing of learning protocols by adaptive prompts
Schwonke, Rolf
;
Hauser, Sabine
;
Nückles, Matthias
...
In:
Computers in human behavior. - Amsterdam [u.a.] : Elsevier
22 (2006) 1, 77-92
OLC Linguistik
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17
Advances in cognitive load theory, methodology and instructional design
Paas, Fred
(Hrsg.);
Renkl, Alexander
(Hrsg.);
Sweller, John
(Hrsg.)
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
32 (2004) 1-2, 1-189
BLLDB
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18
Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture
Paas, Fred
;
Renkl, Alexander
;
Sweller, John
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
32 (2004) 1-2, 1-8
OLC Linguistik
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19
How Fading Worked Solution Steps Works - A Cognitive Load Perspective
Renkl, Alexander
;
Atkinson, Robert K.
;
Grosse, Cornelia S.
In:
Instructional science. - Dordrecht ; Heidelberg [u.a.] : Springer Science + Business Media
32 (2004) 1-2, 59-82
OLC Linguistik
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20
Das Dreieck von Begabung, Wissen und Lernen
Waldmann, Michael
;
Renkl, Alexander
;
Gruber, Hans
In:
Entwicklung, Lehren und Lernen
(Göttingen [etc.], 2003), p. 219-234
MPI für Psycholinguistik
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