| Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations J Wittwer, A Renkl Educational Psychologist 43 (1), 49-64, 2008 | 415 | 2008 |
| Scripting computer-supported collaborative learning: Cognitive, computational and educational perspectives F Fischer, I Kollar, H Mandl, JM Haake Springer Science & Business Media, 2007 | 325 | 2007 |
| The worked-example effect: Not an artefact of lousy control conditions R Schwonke, A Renkl, C Krieg, J Wittwer, V Aleven, R Salden Computers in Human Behavior 25 (2), 258-266, 2009 | 296 | 2009 |
| Is students’ computer use at home related to their mathematical performance at school? J Wittwer, M Senkbeil Computers & Education 50 (4), 1558-1571, 2008 | 239 | 2008 |
| How effective are instructional explanations in example-based learning? A meta-analytic review J Wittwer, A Renkl Educational Psychology Review 22 (4), 393-409, 2010 | 220 | 2010 |
| Unterricht in Zeiten von Corona: Ein Blick auf die Herausforderungen aus der Sicht von Unterrichts- und Instruktionsforschung. T Voss, J Wittwer Unterrichtswissenschaft, 2020 | 115 | 2020 |
| The Test of Technological and Information Literacy (TILT) in the National Educational Panel Study: Development, empirical testing, and evidence for validity M Senkbeil, JM Ihme, J Wittwer Journal for educational research online 5 (2), 139-161, 2013 | 104 | 2013 |
| Information about a layperson's knowledge supports experts in giving effective and efficient online advice to laypersons. M Nückles, J Wittwer, A Renkl Journal of Experimental Psychology: Applied 11 (4), 219, 2005 | 96 | 2005 |
| Lernen und Wissenserwerb M Nückles, J Wittwer Pädagogische Psychologie 6, 225-252, 2014 | 80 | 2014 |
| To what extent do situation-model-approach interventions improve relative metacomprehension accuracy? Meta-analytic insights A Prinz, S Golke, J Wittwer Educational Psychology Review, 2020 | 70 | 2020 |
| Can tutors be supported in giving effective explanations? J Wittwer, M Nückles, N Landmann, A Renkl Journal of Educational Psychology 102 (1), 74, 2010 | 70 | 2010 |
| Unterricht in den Naturwissenschaften T Seidel, M Prenzel, J Wittwer, K Schwindt PISA, 147-179, 2006 | 68 | 2006 |
| Can tutored problem solving benefit from faded worked-out examples R Schwonke, J Wittwer, V Aleven, R Salden, C Krieg, A Renkl Proceedings of EuroCogSci 7, 59-64, 2007 | 64 | 2007 |
| Die Computervertrautheit von Jugendlichen und Wirkungen der Computernutzung auf den fachlichen Kompetenzerwerb M Senkbeil, J Wittwer PISA 6, 277-307, 2006 | 57 | 2006 |
| Pictures in test items: Effects on response time and response correctness S Saß, J Wittwer, M Senkbeil, O Köller Applied Cognitive Psychology 26 (1), 70-81, 2012 | 54 | 2012 |
| How do experts adapt their explanations to a layperson’s knowledge in asynchronous communication? An experimental study M Nückles, A Winter, J Wittwer, M Herbert, S Hübner User Modeling and User-Adapted Interaction 16 (2), 87-127, 2006 | 54 | 2006 |
| Using a diagnosis-based approach to individualize instructional explanations in computer-mediated communication J Wittwer, M Nückles, A Renkl Educational Psychology Review 22 (1), 9-23, 2010 | 53 | 2010 |
| Refutation texts compensate for detrimental effects of misconceptions on comprehension and metacomprehension accuracy and support transfer. A Prinz, S Golke, J Wittwer Journal of Educational Psychology 111 (6), 957, 2019 | 50 | 2019 |
| How accurately can learners discriminate their comprehension of texts? A comprehensive meta-analysis on relative metacomprehension accuracy and influencing factors A Prinz, S Golke, J Wittwer Educational Research Review, 100358, 2020 | 49 | 2020 |
| Is underestimation less detrimental than overestimation? The impact of experts’ beliefs about a layperson’s knowledge on learning and question asking J Wittwer, M Nückles, A Renkl Instructional Science 36 (1), 27-52, 2008 | 49 | 2008 |
Alexander RenklUniversity of Freiburg (Germany)Bestätigte E-Mail-Adresse bei psychologie.uni-freiburg.de
