Zobrazeno 1 - 10
of 72
pro vyhledávání: '"Ingo Kollar"'
Autor:
Christina Wekerle, Martin Daumiller, Stefan Janke, Oliver Dickhäuser, Markus Dresel, Ingo Kollar
Publikováno v:
Scientific Reports, Vol 14, Iss 1, Pp 1-8 (2024)
Abstract Digital technology is considered to have great potential to promote learning in higher education. In line with the Interactive, Constructive, Active, Passive (ICAP) framework, this seems to be particularly true when instructors stimulate hig
Externí odkaz:
https://doaj.org/article/0aaaa0c3d163416091a91a23907c2988
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
BackgroundUniversity students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems to ensure eff
Externí odkaz:
https://doaj.org/article/b7d571aa0536434788a7cb754b4f9e3f
Publikováno v:
Frontiers in Psychology, Vol 15 (2024)
IntroductionResearch has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual’s memory and consist of play, scen
Externí odkaz:
https://doaj.org/article/26e1661168164c5999c25c5ad54fa0d7
Publikováno v:
Frontiers in Education, Vol 8 (2023)
In classrooms, ethnic minority students are often confronted with several disadvantages – such as lower academic achievement, more negative teacher attitudes, and less teacher recognition – which are all well examined in educational research. Thi
Externí odkaz:
https://doaj.org/article/192672205649462788339a6f9c000c5d
Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study
Publikováno v:
Frontiers in Education, Vol 8 (2023)
In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need instructi
Externí odkaz:
https://doaj.org/article/5d5decab520942ae9528c5b04455957e
Publikováno v:
Zeitschrift für Hochschulentwicklung, Vol 18, Iss 3 (2023)
Hochschulen stehen vor der Herausforderung, ihre Lehre im Rahmen der digitalen Transformation laufend zu innovieren. Dabei zielen sie vielfach auf eine Anreicherung der Lehre mit neuen digitalen Technologien ab. Um derartige Technologien nachhaltig u
Externí odkaz:
https://doaj.org/article/b5f6152882b64412816f7f86e6a2541e
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement evidence-informed
Externí odkaz:
https://doaj.org/article/d60081e8374a4376bb8a69b7a9a07a23
Publikováno v:
Frontiers in Education, Vol 8 (2023)
Externí odkaz:
https://doaj.org/article/d4dce4657c604bf9a4b0884e64f8c448
Publikováno v:
Frontiers in Psychology, Vol 11 (2021)
An increasing number of learning goals refer to the acquisition of cognitive skills that can be described as ‘resource-based,’ as they require the availability, coordination, and integration of multiple underlying resources such as skills and kno
Externí odkaz:
https://doaj.org/article/ca3bcfb13c934e64b440adf17b7829e9
Autor:
Frank Fischer, Ingo Kollar, Stefan Ufer, Beate Sodian, Heinrich Hussmann, Reinhard Pekrun, Birgit Neuhaus, Birgit Dorner, Sabine Pankofer, Martin Fischer, Jan-Willem Strijbos, Moritz Heene, Julia Eberle
Publikováno v:
Frontline Learning Research, Vol 2, Iss 3 (2014)
Scientific reasoning and scientific argumentation are highly valued outcomes of K-12 and higher education. In this article, we first review main topics and key findings of three different strands of research, namely research on the development of sci
Externí odkaz:
https://doaj.org/article/30ff3651328d45e8bfbb7b823c20ed07