Alexander Renkl

引用先

	すべて	2020 年以来
引用	38904	12979
h 指標	90	59
i10 指標	298	191

2700

1350

675

2025

199920002001200220032004200520062007200820092010201120122013201420152016201720182019202020212022202320242025146 186 310 285 377 563 716 826 850 1032 1162 1383 1346 1468 1802 1983 1984 1869 2069 2279 2328 2501 2380 2669 2456 2696 249

オープンアクセス

すべて表示

43 件の論文

11 件の論文

利用可能

利用不可

助成機関の要件に基づく

共著者

Prof. Dr. Heinz MandlLudwig Maximilians Universty Munich確認したメールアドレス: psy.lmu.de
Matthias NücklesFull Professor of Educational Science確認したメールアドレス: ezw.uni-freiburg.de
Kirsten BertholdBielefeld University確認したメールアドレス: uni-bielefeld.de
Inga Glogger-FreyFull Professor, University of Erfurt確認したメールアドレス: uni-erfurt.de
Robert K. AtkinsonArizona State University確認したメールアドレス: asu.edu
Joerg WittwerUniversity of Freiburg確認したメールアドレス: ezw.uni-freiburg.de
Alexander EitelUniversity of Giessen, Department of Educational Psychology確認したメールアドレス: psychol.uni-giessen.de
Tino EndresUniversity of Zürich, Educational Technlogy; University of Freiburg, Department of Psychology確認したメールアドレス: ife.uzh.ch
Prof. Dr. Tina SeidelProfessor for Educational Psychology, School of Social Sciences and Technology, TUM確認したメールアドレス: tum.de
Vincent AlevenProfessor of Human-Computer Interaction, Carnegie Mellon University確認したメールアドレス: andrew.cmu.edu
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam/Universities of Wollongong / UNSW確認したメールアドレス: essb.eur.nl
Werner RiessProfessor für Biologie und ihre Didaktik, PH Freiburg確認したメールアドレス: ph-freiburg.de
Ron SaldenAssistant Professor, Heriot-Watt University Malaysia確認したメールアドレス: hw.ac.uk
Lars HolzaepfelProfessor確認したメールアドレス: ph-freiburg.de
Cornelia GrosseJohannes Kepler University Linz, Austria確認したメールアドレス: jku.at
Julian RoelleRuhr University Bochum (Germany)確認したメールアドレス: ruhr-uni-bochum.de
Markus H. HefterBielefeld University確認したメールアドレス: uni-bielefeld.de
Kristina ReissTUM School of Education確認したメールアドレス: tum.de
Johannes GurlittRP Freiburg確認したメールアドレス: cognitive-tools.de
Katharina ScheiterUniversity of Potsdam確認したメールアドレス: uni-potsdam.de

フォロー

Alexander Renkl

University of Freiburg (Germany)

確認したメールアドレス: psychologie.uni-freiburg.de - ホームページ

Educational Psychology Educational Research Instructional Design


タイトル引用回数順公開年順タイトル順	引用先引用先	年
Cognitive load theory and instructional design: Recent developments F Paas, A Renkl, J Sweller Educational psychologist 38 (1), 1-4, 2003	4193	2003
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	1842	2000
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	1803	2004
Learning from worked-out examples: A study on individual differences A Renkl Cognitive science 21 (1), 1-29, 1997	1092	1997
Träges Wissen: wenn Erlerntes nicht genutzt wird A Renkl Psychologische Rundschau 47 (2), 78-92, 1996	893	1996
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	846	2016
Worked-out examples: Instructional explanations support learning by self-explanations A Renkl Learning and instruction 12 (5), 529-556, 2002	741	2002
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	690	2003
Situiertes lernen in multimedialen lernumgebungen H Mandl, H Gruber, A Renkl	656	1995
Toward an instructionally oriented theory of example‐based learning A Renkl Cognitive science 38 (1), 1-37, 2014	653	2014
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	647	1998
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	541	2002
Inert knowledge: Analyses and remedies A Renkl, H Mandl, H Gruber Educational Psychologist 31 (2), 115-121, 1996	524	1996
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	499	2007
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	492	2013
The worked-out examples principle in multimedia learning. A Renkl Cambridge University Press, 2005	486	2005
Finding and fixing errors in worked examples: Can this foster learning outcomes? CS Große, A Renkl Learning and instruction 17 (6), 612-634, 2007	485	2007
Was lernen wir in Schule und Hochschule: Träges Wissen? H Gruber, H Mandl, A Renkl Hogrefe, 2000	460	2000
Instructional strategies for using video in teacher education T Seidel, G Blomberg, A Renkl Teaching and teacher education 34, 56-65, 2013	450	2013
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

現在システムで処理を実行できません。しばらくしてからもう一度お試しください。

論文 1–20

年間引用数

重複した引用

結合された引用

共著者を追加共著者

フォロー

引用先

共著者