دنبال کردن
Andreas Lachner
عنوان
نقل شده توسط
نقل شده توسط
سال
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning‏
K Wäschle, A Allgaier, A Lachner, S Fink, M Nückles‏
Learning and instruction 29, 103-114, 2014‏
3542014
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans‏
I Backfisch, A Lachner, C Hische, F Loose, K Scheiter‏
Learning and instruction 66, 101300, 2020‏
2762020
Variability of teachers’ technology integration in the classroom: A matter of utility!‏
I Backfisch, A Lachner, K Stürmer, K Scheiter‏
Computers & Education 166, 104159, 2021‏
2482021
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study‏
A Lachner, A Fabian, U Franke, J Preiß, L Jacob, C Führer, U Küchler, ...‏
Computers & Education 174, 104304, 2021‏
1602021
What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities‏
A Lachner, H Jarodzka, M Nückles‏
Instructional science 44 (3), 197-203, 2016‏
1602016
A test-based approach of modeling and measuring technological pedagogical knowledge.‏
A Lachner, I Backfisch, K Stürmer‏
Computers & Education, 2019‏
1242019
Providing Written or Oral Explanations? Differential Effects of the Modality of Explaining on Students' Conceptual Learning and Transfer‏
A Lachner, KT Ly, M Nückles‏
The Journal of Experimental Education, 1-18, 2018‏
862018
Generating an instructional video as homework activity is both effective and enjoyable‏
V Hoogerheide, J Visee, A Lachner, T van Gog‏
Learning and Instruction 64, 101226, 2019‏
842019
Timing matters! Explaining between study phases enhances students’ learning.‏
A Lachner, I Backfisch, V Hoogerheide, T van Gog, A Renkl‏
Journal of Educational Psychology, 2020‏
822020
Learning by explaining orally or in written form? Text complexity matters‏
L Jacob, A Lachner, K Scheiter‏
Learning and Instruction 68, 101344, 2020‏
762020
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?‏
A Lachner, L Jacob, V Hoogerheide‏
Learning and Instruction 74, 101438, 2021‏
752021
Learning-by-teaching without audience presence or interaction: When and why does it work?‏
A Lachner, V Hoogerheide, T van Gog, A Renkl‏
Educational Psychology Review 34 (2), 575-607, 2022‏
692022
Bothered by abstractness or engaged by cohesion? Experts’ explanations enhance novices’ deep-learning.‏
A Lachner, M Nückles‏
Journal of Experimental Psychology: Applied 21 (1), 101, 2015‏
682015
Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development?‏
T Fütterer, R Scherer, K Scheiter, K Stürmer, A Lachner‏
Computers & Education 198, 104756, 2023‏
672023
Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations‏
A Lachner, M Nückles‏
Instructional Science 44 (3), 221-242, 2016‏
672016
Digitalisierung und Lernen mit digitalen Medien als Gegenstand der Lehrerinnen-und Lehrerbildung‏
A Lachner, K Scheiter, K Stürmer‏
Handbuch Lehrerinnen-und Lehrerbildung 67, 2020‏
632020
Teachers’ technology use for teaching: Comparing two explanatory mechanisms‏
I Backfisch, R Scherer, F Siddiq, A Lachner, K Scheiter‏
Teaching and Teacher Education 104, 103390, 2021‏
612021
Formative computer-based feedback in the university classroom: Specific concept maps scaffold students' writing‏
A Lachner, C Burkhart, M Nückles‏
Computers in Human Behavior 72, 459-469, 2017‏
602017
Mind the Gap! Automated Concept Map Feedback Supports Students in Writing Cohesive Explanations.‏
A Lachner, C Burkhart, M Nückles‏
Journal of Experimental Psychology: Applied, 2017‏
572017
Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols‏
K Wäschle, A Lachner, B Stucke, S Rey, C Frömmel, M Nückles‏
Computers in Human Behavior 41, 120-136, 2014‏
532014
سیستم در حال حاضر قادر به انجام عملکرد نیست. بعداً دوباره امتحان کنید.
مقاله‌ها 1–20