Julian Roelle

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Alexander RenklUniversity of Freiburg (Germany)Patvirtintas el. paštas psychologie.uni-freiburg.de
Matthias NücklesFull Professor of Educational SciencePatvirtintas el. paštas ezw.uni-freiburg.de
Svenja HeitmannWissenschaftliche Mitarbeiterin, Institut für Erziehungswissenschaft, Ruhr-Universität BochumPatvirtintas el. paštas ruhr-uni-bochum.de
Detlev LeutnerProfessor for Instructional Psychology, Universität Duisburg-EssenPatvirtintas el. paštas uni-due.de
Tino EndresUniversity of Zürich, Educational Technlogy; University of Freiburg, Department of PsychologyPatvirtintas el. paštas ife.uzh.ch
Rebecca KrebsRuhr-University Bochum (Germany)Patvirtintas el. paštas rub.de
Anique BH de BruinProfessor Self-Regulation in Higher Education, SHE, FHML, Maastricht UniversityPatvirtintas el. paštas maastrichtuniversity.nl
Martine BaarsAssociate Professor, Radboud University NijmegenPatvirtintas el. paštas ru.nl
Linda FroeseRuhr-Universität BochumPatvirtintas el. paštas ruhr-uni-bochum.de
Inga Glogger-FreyFull Professor, University of ErfurtPatvirtintas el. paštas uni-erfurt.de
Andreas LachnerUniversity of TübingenPatvirtintas el. paštas uni-tuebingen.de
Joachim WirthLehrstuhl für Lehr-Lernforschung, Ruhr-Universität BochumPatvirtintas el. paštas rub.de
Shana K. CarpenterProfessor, Oregon State UniversityPatvirtintas el. paštas oregonstate.edu
Roman AbelPostdoctoral Researcher, Educational Research, Ruhr University BochumPatvirtintas el. paštas ruhr-uni-bochum.de
Alexander EitelUniversity of Giessen, Department of Educational PsychologyPatvirtintas el. paštas psychol.uni-giessen.de
Ralf RummerProfessor of Cognitive PsychologyPatvirtintas el. paštas uni-kassel.de
Katharina ScheiterUniversity of PotsdamPatvirtintas el. paštas uni-potsdam.de
Andreas VorholzerTechnical University of MunichPatvirtintas el. paštas tum.de
Alexander salleJuniorprofessor für Mathematikdidaktik, Universität OsnabrückPatvirtintas el. paštas uni-osnabrueck.de
Elsbeth SternProfessorin für Psychologie ETH ZürichPatvirtintas el. paštas ifv.gess.ethz.ch

Stebėti

Julian Roelle

Ruhr University Bochum (Germany)

Patvirtintas el. paštas ruhr-uni-bochum.de - Pagrindinis puslapis

Educational Psychology Instructional Design Educational Research


Pavadinimas Rūšiuoti pagal šaltinius Rūšiuoti pagal metus Rūšiuoti pagal pavadinimą	Cituota Cituota	Metai
The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning M Nückles, J Roelle, I Glogger-Frey, J Waldeyer, A Renkl Educational Psychology Review 32, 1089-1126, 2020	236	2020
Synthesizing cognitive load and self-regulation theory: a theoretical framework and research agenda ABH de Bruin, J Roelle, SK Carpenter, M Baars, EFG-MRE Educational Psychology Review 32, 903-915, 2020	146	2020
Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters J Roelle, K Berthold Learning and Instruction 49, 142–156, 2017	93	2017
Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters J Roelle, M Nückles Journal of Educational Psychology 111, 1341-1361, 2019	85	2019
Do cognitive and metacognitive processes set the stage for each other? J Roelle, C Nowitzki, K Berthold Learning and Instruction 50, 54-64, 2017	77	2017
Effects of informing learners about the dangers of making overconfident judgments of learning J Roelle, EM Schmidt, A Buchau, K Berthold Journal of Educational Psychology 109 (1), 99-117, 2017	54	2017
The expertise reversal effect in prompting focused processing of instructional explanations J Roelle, K Berthold Instructional Science 41, 635-656, 2013	53	2013
The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions J Roelle, N Lehmkuhl, MU Beyer, K Berthold Journal of Educational Psychology 107 (3), 705-723, 2015	52	2015
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept J Roelle, A Renkl Journal of Educational Psychology 112, 131-147, 2020	51	2020
Rubrics enhance accuracy and reduce cognitive load in self-assessment R Krebs, B Rothstein, J Roelle Metacognition and Learning 17 (2), 627-650, 2022	50	2022
Two instructional aids to optimise processing and learning from instructional explanations J Roelle, K Berthold, A Renkl Instructional Science 42, 207-228, 2014	48	2014
Can generative learning tasks be optimized by incorporation of retrieval practice? J Waldeyer, S Heitmann, J Moning, J Roelle Journal of Applied Research in Memory and Cognition 9, 355-369, 2020	47	2020
How did it get so late so soon? The effects of time management knowledge and practice on students’ time management skills and academic performance S Trentepohl, J Waldeyer, J Fleischer, J Roelle, D Leutner, J Wirth Sustainability 14 (9), 5097, 2022	43	2022
Effects of comparing contrasting cases on learning from subsequent explanations J Roelle, K Berthold Cognition and Instruction 33 (3), 199-225, 2015	42	2015
Effects of feedback on learning strategies in learning journals: learner-expertise matters J Roelle, K Berthold, S Fries International Journal of Cyber Behavior, Psychology and Learning 1 (2), 16-30, 2011	41	2011
Example-based learning: The benefits of prompting organization before providing examples J Roelle, S Hiller, K Berthold, S Rumann Learning and Instruction 49, 1-12, 2017	39	2017
Example-based learning: should learners receive closed-book or open-book self-explanation prompts? S Hiller, S Rumann, K Berthold, J Roelle Instructional Science 48, 623-649, 2020	37	2020
Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive framework J Roelle, C Müller, D Roelle, K Berthold PloS one 10 (4), e0124115, 2015	34	2015
Testing is more desirable when it is adaptive and still desirable when compared to note-taking S Heitmann, A Grund, K Berthold, S Fries, J Roelle Frontiers in Psychology, 2018	33	2018
The use of solved example problems for fostering strategies of self‐regulated learning in journal writing J Roelle, S Krüger, C Jansen, K Berthold Education Research International 2012 (1), 751625, 2012	33	2012

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