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Refinado por: autor: Renkl, Alexander remover
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Toward an Instructionally Oriented Theory of Example‐Based Learning
Toward an Instructionally Oriented Theory of Example‐Based Learning
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Toward an Instructionally Oriented Theory of Example‐Based Learning

Renkl, Alexander

Cognitive science, 2014-01, Vol.38 (1), p.1-37 [Periódico revisado por pares]

United States: Wiley-Blackwell

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2
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?
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Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

Lachner, Andreas ; Hoogerheide, Vincent ; van Gog, Tamara ; Renkl, Alexander

Educational psychology review, 2022-06, Vol.34 (2), p.575-607 [Periódico revisado por pares]

New York: Springer US

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3
Does an Option to Review Instructional Explanations Enhance Example-Based Learning? It Depends on Learners' Academic Self-Concept
Does an Option to Review Instructional Explanations Enhance Example-Based Learning? It Depends on Learners' Academic Self-Concept
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Does an Option to Review Instructional Explanations Enhance Example-Based Learning? It Depends on Learners' Academic Self-Concept

Roelle, Julian ; Renkl, Alexander Kendeou, Panayiota ; Graham, Steve

Journal of educational psychology, 2020-01, Vol.112 (1), p.131-147 [Periódico revisado por pares]

Washington: American Psychological Association

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4
Enhancing self-regulated learning by writing learning protocols
Enhancing self-regulated learning by writing learning protocols
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Enhancing self-regulated learning by writing learning protocols

Nückles, Matthias ; Hübner, Sandra ; Renkl, Alexander

Learning and instruction, 2009-06, Vol.19 (3), p.259-271 [Periódico revisado por pares]

Elsevier Ltd

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5
Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant
Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant
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Seductive details do their damage also in longer learning sessions – When the details are perceived as relevant

Bender, Lisa ; Renkl, Alexander ; Eitel, Alexander

Journal of computer assisted learning, 2021-10, Vol.37 (5), p.1248-1262 [Periódico revisado por pares]

Chichester, UK: John Wiley & Sons, Inc

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6
Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels?
Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels?
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Effective and Efficient Acquisition of Argumentation Knowledge by Self-Explaining Examples: Videos, Texts, or Graphic Novels?

Hefter, Markus H. ; ten Hagen, Inga ; Krense, Claudia ; Berthold, Kirsten ; Renkl, Alexander Graham, Steve

Journal of educational psychology, 2019-11, Vol.111 (8), p.1396-1405 [Periódico revisado por pares]

Washington: American Psychological Association

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7
Instructional Aids to Support a Conceptual Understanding of Multiple Representations
Instructional Aids to Support a Conceptual Understanding of Multiple Representations
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Instructional Aids to Support a Conceptual Understanding of Multiple Representations

Berthold, Kirsten ; Renkl, Alexander Graesser, Arthur C

Journal of educational psychology, 2009-02, Vol.101 (1), p.70-87 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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8
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers
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How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers

Glogger-Frey, Inga ; Treier, Anne-Katrin ; Renkl, Alexander

Instructional science, 2022-06, Vol.50 (3), p.451-473 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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9
Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies
Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies
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Learning Strategies Assessed by Journal Writing: Prediction of Learning Outcomes by Quantity, Quality, and Combinations of Learning Strategies

Glogger, Inga ; Schwonke, Rolf ; Holzäpfel, Lars ; Nückles, Matthias ; Renkl, Alexander Graesser, Arthur C

Journal of educational psychology, 2012-05, Vol.104 (2), p.452-468 [Periódico revisado por pares]

Washington, DC: American Psychological Association

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10
Refuting student teachers’ misconceptions about multimedia learning
Refuting student teachers’ misconceptions about multimedia learning
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Refuting student teachers’ misconceptions about multimedia learning

Prinz, Anja ; Kollmer, Julia ; Flick, Lisa ; Renkl, Alexander ; Eitel, Alexander

Instructional science, 2022-02, Vol.50 (1), p.89-110 [Periódico revisado por pares]

Dordrecht: Springer Netherlands

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