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Alexander Renkl
Alexander Renkl
University of Freiburg (Germany)
Bestätigte E-Mail-Adresse bei psychologie.uni-freiburg.de - Startseite
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Zitiert von
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Cognitive load theory and instructional design: Recent developments
F Paas, A Renkl, J Sweller
Educational psychologist 38 (1), 1-4, 2003
41932003
Learning from examples: Instructional principles from the worked examples research
RK Atkinson, SJ Derry, A Renkl, D Wortham
Review of educational research 70 (2), 181-214, 2000
18412000
Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture
F Paas, A Renkl, J Sweller
Instructional science 32 (1/2), 1-8, 2004
18062004
Learning from worked-out examples: A study on individual differences
A Renkl
Cognitive science 21 (1), 1-29, 1997
10921997
Träges Wissen: wenn Erlerntes nicht genutzt wird
A Renkl
Psychologische Rundschau 47 (2), 78-92, 1996
8921996
Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective
A Renkl, RK Atkinson
Cognitive Load Theory, 15-22, 2016
8492016
Worked-out examples: Instructional explanations support learning by self-explanations
A Renkl
Learning and instruction 12 (5), 529-556, 2002
7412002
Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps.
RK Atkinson, A Renkl, MM Merrill
Journal of educational psychology 95 (4), 774, 2003
6872003
Situiertes lernen in multimedialen lernumgebungen
H Mandl, H Gruber, A Renkl
6561995
Toward an instructionally oriented theory of example‐based learning
A Renkl
Cognitive science 38 (1), 1-37, 2014
6502014
Learning from worked-out examples: The effects of example variability and elicited self-explanations
A Renkl, R Stark, H Gruber, H Mandl
Contemporary educational psychology 23 (1), 90-108, 1998
6481998
From example study to problem solving: Smooth transitions help learning
A Renkl, RK Atkinson, UH Maier, R Staley
The Journal of Experimental Education 70 (4), 293-315, 2002
5412002
Inert knowledge: Analyses and remedies
A Renkl, H Mandl, H Gruber
Educational Psychologist 31 (2), 115-121, 1996
5231996
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
K Berthold, M Nückles, A Renkl
Learning and Instruction 17 (5), 564-577, 2007
4982007
Five research-based heuristics for using video in pre-service teacher education
G Blomberg, A Renkl, M Gamoran Sherin, H Borko, T Seidel
Journal for educational research online 5 (1), 90-114, 2013
4922013
The worked-out examples principle in multimedia learning.
A Renkl
Cambridge University Press, 2005
4862005
Finding and fixing errors in worked examples: Can this foster learning outcomes?
CS Große, A Renkl
Learning and instruction 17 (6), 612-634, 2007
4852007
Was lernen wir in Schule und Hochschule: Träges Wissen?
H Gruber, H Mandl, A Renkl
Hogrefe, 2000
4602000
Instructional strategies for using video in teacher education
T Seidel, G Blomberg, A Renkl
Teaching and teacher education 34, 56-65, 2013
4502013
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
4152008
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