48 Publications

Mark all

[48]
2017 | Conference Abstract | PUB-ID: 2912990
Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K. Förderung forschenden Lernens mithilfe eines virtuellen Lerntagebuchs. Presented at the Tagung Forschendes Lernen - The wider view, Münster, Deutschland.
PUB
 
[47]
2017 | Conference Abstract | PUB-ID: 2912722
Kochanek S, Grund A, Berthold K, Fries S, Roelle J. Produktorientierte und prozessorientierte Adaptation testbasierten Lernens. Presented at the Fachtagung Hochschulen im digitalen Zeitalter, Berlin, Deutschland.
PUB
 
[46]
2017 | Journal Article | PUB-ID: 2908367
Roelle J, Rahimkhani-Sagvand N, Berthold K. Detrimental effects of immediate explanation feedback. European Journal of Psychology of Education. 2017;32:367-384.
PUB | DOI
 
[45]
2017 | Journal Article | PUB-ID: 2908368
Roelle J, Nowitzki C, Berthold K. Do cognitive and metacognitive processes set the stage for each other? Learning and Instruction. 2017;50:54-64.
PUB | DOI
 
[44]
2017 | Conference Paper | PUB-ID: 2911899
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. Presented at the 4th International Conference on Analogical Reasoning, Paris, France.
PUB
 
[43]
2017 | Conference Paper | PUB-ID: 2910697
Hiller S, Rumann S, Berthold K, Roelle J. Beispielbasiertes Lernen: Der Nutzen von Closed-Book Selbsterklärungsprompts. In J. Roelle & T. Endres (Chair), Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte. Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
[42]
2017 | Conference Paper | PUB-ID: 2910698
Roelle J, Nückles M. Die Rolle von Wissenskonstruktion und Gedächtnisabruf beim Schreiben von Lernprotokollen. In J. Roelle & T. Endres (Chair), Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte. Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
[41]
2017 | Conference Paper | PUB-ID: 2910696
Roelle J, Endres T. Arbeitsgruppe "Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte". Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
[40]
2017 | Journal Article | PUB-ID: 2908370
Roelle J, Schmidt EM, Buchau A, Berthold K. Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology. 2017;109(1):99-117.
PUB | DOI | WoS
 
[39]
2017 | Conference Paper | PUB-ID: 2909260
Roelle J. Symposium "How to optimize example-based learning?". Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[38]
2017 | Conference Paper | PUB-ID: 2909257
Roelle J, Berthold K. Effects of informing fifth graders about the dangers of making overconfident judgments of learning. In M. L. Nederhand (Chair), How am I doing? Improving students’ self-assessments. Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[37]
2017 | Conference Paper | PUB-ID: 2909258
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. In J. Roelle (Chair), How to optimize example-based learning? Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[36]
2017 | Conference Paper | PUB-ID: 2909259
Hiller S, Roelle J, Berthold K, Rumann S. Fostering learning from examples by prompting organization processes. In J. Roelle (Chair), How to optimize example-based learning? Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[35]
2017 | Journal Article | PUB-ID: 2908559
Roelle J, Berthold K. Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters. Learning and Instruction. 2017;49:142-156.
PUB | DOI
 
[34]
2017 | Journal Article | PUB-ID: 2908371
Roelle J, Hiller S, Berthold K, Rumann S. Example-based learning: The benefits of prompting organization before providing examples. Learning and Instruction. 2017;49:1-12.
PUB | DOI
 
[33]
2016 | Conference Paper | PUB-ID: 2909249
Roelle J, Berthold K. Sollen Lernaufgaben zu Gedächtnisabruf anregen? Die Komplexität der Lernaufgaben spielt eine Rolle. Presented at the 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Deutschland.
PUB
 
[32]
2016 | Conference Paper | PUB-ID: 2909250
Hiller S, Roelle J, Berthold K. Wie kann die Effektivität beispielbasierten Lernens gesteigert werden? Presented at the 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Deutschland.
PUB
 
[31]
2016 | Conference Paper | PUB-ID: 2909251
Roelle J, Berthold K. Test-based learning: Inconsistent effects between higher and lower level test questions. Presented at the 9th International Cognitive Load Theory Conference, Bochum, Germany.
PUB
 
[30]
2016 | Conference Paper | PUB-ID: 2909252
Roelle J, Berthold K. Learning strategies in learning protocols: The sequence of cognitive and metacognitive strategies matters. Presented at the EARLI SIG 6 & 7 Conference, Dijon, France.
PUB
 
[29]
2016 | Conference Paper | PUB-ID: 2909253
Hiller S, Roelle J, Berthold K. How to foster the effectiveness of example-based learning. Presented at the EARLI SIG 6 & 7 Conference, Dijon, France.
PUB
 
[28]
2016 | Conference Paper | PUB-ID: 2909254
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Sets von Lösungsbeispielen für den Wissenserwerb optimieren: Effekte von Interleaving und der Anregung zum Vergleichen und Kontrastieren. In J. Roelle (Chair), Wie kann die Effektivität beispielbasierten Lernens optimiert werden? Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.
PUB
 
[27]
2016 | Conference Paper | PUB-ID: 2909256
Roelle J. Symposium "Wie kann die Effektivität beispielbasierten Lernens optimiert werden?". Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.
PUB
 
[26]
2016 | Conference Paper | PUB-ID: 2909255
Hiller S, Roelle J, Berthold K. Die Rolle der Grundlagenverarbeitung für den Nutzen beispielbasierten Lernens. In J. Roelle (Chair), Wie kann die Effektivität beispielbasierten Lernens optimiert werden? Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.
PUB
 
[25]
2016 | Journal Article | PUB-ID: 2908369
Roelle J, Berthold K. Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations. Instructional Science. 2016;44(2):147-176.
PUB | DOI
 
[24]
2015 | Conference Paper | PUB-ID: 2909246
Roelle J, Nowitzki C, Berthold K. Förderung von Lernstrategien selbstregulierten Lernens in Lernprotokollen: Die Sequenz von kognitiven und metakognitiven Prompts spielt eine Rolle. Presented at the 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum, Deutschland.
PUB
 
[23]
2015 | Conference Paper | PUB-ID: 2909247
Roelle J, Berthold K. Specific relevance instructions: Targeted learning activities and retrieval processes matter. In V. Hoogerheide (Chair), Gaining by explaining: Enhancing learning by receiving and generating explanations. Presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.
PUB
 
[22]
2015 | Conference Paper | PUB-ID: 2909248
Roelle J, Schmidt EM, Buchau A, Berthold K. Was nützt es, Lernende über die Gefahr der Überschätzung des eigenen Wissensstands zu informieren? Presented at the 80. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Göttingen, Deutschland.
PUB
 
[21]
2015 | Journal Article | PUB-ID: 2901590
Roelle J, Berthold K. Effects of comparing contrasting cases on learning from subsequent explanations. Cognition and Instruction. 2015;33(3):199-225.
PUB | DOI | WoS
 
[20]
2015 | Journal Article | PUB-ID: 2735220
Roelle J, Müller C, Roelle D, Berthold K. Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive framework. PLoS ONE. 2015;10(4): e0124115.
PUB | PDF | DOI | WoS | PubMed | Europe PMC
 
[19]
2015 | Journal Article | PUB-ID: 2772495
Roelle J, Lehmkuhl N, Beyer M-U, Berthold K. The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions. Journal of Educational Psychology. 2015;107(3):705-723.
PUB | DOI | WoS
 
[18]
2014 | Conference Paper | PUB-ID: 2909244
Roelle J, Lehmkuhl N, Berthold K. Effects between specific and general relevance instructions to foster learning from instructional explanations: Prior knowledge matters. Presented at the EARLI SIG 6 & 7 Conference, Rotterdam, Netherlands.
PUB
 
[17]
2014 | Conference Paper | PUB-ID: 2909245
Roelle J, Berthold K. Lernen aus instruktionalen Erklärungen: Effekte von Prompts auf Basis des Aktiv-Konstruktiv-Interaktiv Frameworks. In K. Loibl, A. Deiglmayr & N. Rummel (Chair), "Interaktiv > konstruktiv" = "kooperativ > individuell"? Eine Erweiterung zu Chis ICAP-Hypothese. Presented at the 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Deutschland.
PUB
 
[16]
2014 | Journal Article | PUB-ID: 2669208
Roelle J, Berthold K, Renkl A. Two instructional aids to optimise processing and learning from instructional explanations. Instructional Science. 2014;42(2):207-228.
PUB | DOI | WoS
 
[15]
2013 | Conference Paper | PUB-ID: 2909241
Roelle J, Berthold K. Förderung des Lernens aus Erklärungen durch Reduzierung von Erklärungen. Presented at the 1. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel, Deutschland.
PUB
 
[14]
2013 | Conference Paper | PUB-ID: 2909242
Roelle J, Berthold K. How to foster learning from explanations by explaining less. In J. Roelle (Chair), When to use and how to optimise instructional explanations. Presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
PUB
 
[13]
2013 | Conference Paper | PUB-ID: 2909243
Roelle J. Symposium "When to use and how to optimise instructional explanations". Presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
PUB
 
[12]
2013 | Journal Article | PUB-ID: 2612802
Roelle J, Berthold K. The expertise reversal effect in prompting focused processing of instructional explanations. Instructional Science. 2013;41(4):635-656.
PUB | DOI | WoS
 
[11]
2012 | Conference Paper | PUB-ID: 2909237
Wolff S, Roelle J, Berthold K. Training active processing of explanations works but training focused processing works better. In K. Berthold (Chair), When and how instructional explanations can be effective. Presented at the 48th Conference of the German Psychological Society (DGPs), Bielefeld, Germany.
PUB
 
[10]
2012 | Conference Paper | PUB-ID: 2909238
Roelle J, Berthold K. Vorbereitung zukünftigen Lernens mit kontrastierten Fällen: Ausgearbeitete Lösungen schlagen Inventing. In J. Roelle (Chair), Wie Lernende auf das Lernen aus direkter Instruktion vorbereitet werden können. Presented at the 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bielefeld, Deutschland.
PUB
 
[9]
2012 | Conference Paper | PUB-ID: 2909239
Roelle J. Symposium "Wie Lernende auf das Lernen aus direkter Instruktion vorbereitet werden können". Presented at the 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bielefeld, Deutschland.
PUB
 
[8]
2012 | Conference Paper | PUB-ID: 2909240
Roelle J, Berthold K. Contrasting cases effectively prepare learners for future learning from instructional explanations. In K. Berthold (Chair), When and how instructional explanations can be effective. Presented at the 48th Conference of the German Psychological Socienty (DGPs), Bielefeld, Germany.
PUB
 
[7]
2012 | Journal Article | PUB-ID: 2535635
Roelle J, Krüger S, Jansen C, Berthold K. The use of solved example problems for fostering strategies of self-regulated learning in journal writing. Education Research International. 2012;2012:1-14.
PUB | DOI
 
[6]
2011 | Conference Abstract | PUB-ID: 2909236
Roelle J, Berthold K. Wie kann das Lernen aus Erklärungen gefördert werden? Presented at the [science fair], Bielefeld, Deutschland.
PUB
 
[5]
2011 | Conference Paper | PUB-ID: 2909235
Roelle J, Berthold K. How to prepare learners to learn from instructional explanations. In K. Berthold (Chair), How instructional explanations can work. Presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Exeter, England.
PUB
 
[4]
2011 | Journal Article | PUB-ID: 1991209
Roelle J, Berthold K, Fries S. Effects of feedback on learning strategies in learning journals: Learner-expertise matters. International Journal of Cyber Behavior, Psychology and Learning. 2011;1(2):16-30.
PUB | DOI
 
[3]
2010 | Conference Paper | PUB-ID: 2909232
Roelle J, Berthold K, Renkl A. Two instructional aids to optimize processing of instructional explanations. Presented at the EARLI SIG 6 & 7 Conference, Ulm, Germany.
PUB
 
[2]
2010 | Conference Abstract | PUB-ID: 2909233
Roelle J, Berthold K, Renkl A. How to optimize providing and processing instructional explanations. Presented at the JURE 2010 Conference, Frankfurt, Germany.
PUB
 
[1]
2010 | Conference Paper | PUB-ID: 2909234
Roelle J, Berthold K. The expertise reversal effect in prompting focused processing of instructional explanations. Presented at the 4th International Cognitive Load Theory Conference, Hongkong, China.
PUB
 

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48 Data Publications

Mark all

[48]
2017 | Conference Abstract | PUB-ID: 2912990
Pieper M, Roelle J, vom Hofe R, Salle A, Berthold K. Förderung forschenden Lernens mithilfe eines virtuellen Lerntagebuchs. Presented at the Tagung Forschendes Lernen - The wider view, Münster, Deutschland.
PUB
 
[47]
2017 | Conference Abstract | PUB-ID: 2912722
Kochanek S, Grund A, Berthold K, Fries S, Roelle J. Produktorientierte und prozessorientierte Adaptation testbasierten Lernens. Presented at the Fachtagung Hochschulen im digitalen Zeitalter, Berlin, Deutschland.
PUB
 
[46]
2017 | Journal Article | PUB-ID: 2908367
Roelle J, Rahimkhani-Sagvand N, Berthold K. Detrimental effects of immediate explanation feedback. European Journal of Psychology of Education. 2017;32:367-384.
PUB | DOI
 
[45]
2017 | Journal Article | PUB-ID: 2908368
Roelle J, Nowitzki C, Berthold K. Do cognitive and metacognitive processes set the stage for each other? Learning and Instruction. 2017;50:54-64.
PUB | DOI
 
[44]
2017 | Conference Paper | PUB-ID: 2911899
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. Presented at the 4th International Conference on Analogical Reasoning, Paris, France.
PUB
 
[43]
2017 | Conference Paper | PUB-ID: 2910697
Hiller S, Rumann S, Berthold K, Roelle J. Beispielbasiertes Lernen: Der Nutzen von Closed-Book Selbsterklärungsprompts. In J. Roelle & T. Endres (Chair), Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte. Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
[42]
2017 | Conference Paper | PUB-ID: 2910698
Roelle J, Nückles M. Die Rolle von Wissenskonstruktion und Gedächtnisabruf beim Schreiben von Lernprotokollen. In J. Roelle & T. Endres (Chair), Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte. Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
[41]
2017 | Conference Paper | PUB-ID: 2910696
Roelle J, Endres T. Arbeitsgruppe "Alles auf Abruf? Der Nutzen von Gedächtnisabruf beim Lernen komplexer Inhalte". Presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Münster, Deutschland.
PUB
 
[40]
2017 | Journal Article | PUB-ID: 2908370
Roelle J, Schmidt EM, Buchau A, Berthold K. Effects of informing learners about the dangers of making overconfident judgments of learning. Journal of Educational Psychology. 2017;109(1):99-117.
PUB | DOI | WoS
 
[39]
2017 | Conference Paper | PUB-ID: 2909260
Roelle J. Symposium "How to optimize example-based learning?". Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[38]
2017 | Conference Paper | PUB-ID: 2909257
Roelle J, Berthold K. Effects of informing fifth graders about the dangers of making overconfident judgments of learning. In M. L. Nederhand (Chair), How am I doing? Improving students’ self-assessments. Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[37]
2017 | Conference Paper | PUB-ID: 2909258
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Sequencing worked examples: Effects of blocking, interleaving, comparison, and contrast. In J. Roelle (Chair), How to optimize example-based learning? Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[36]
2017 | Conference Paper | PUB-ID: 2909259
Hiller S, Roelle J, Berthold K, Rumann S. Fostering learning from examples by prompting organization processes. In J. Roelle (Chair), How to optimize example-based learning? Presented at the 17th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
PUB
 
[35]
2017 | Journal Article | PUB-ID: 2908559
Roelle J, Berthold K. Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters. Learning and Instruction. 2017;49:142-156.
PUB | DOI
 
[34]
2017 | Journal Article | PUB-ID: 2908371
Roelle J, Hiller S, Berthold K, Rumann S. Example-based learning: The benefits of prompting organization before providing examples. Learning and Instruction. 2017;49:1-12.
PUB | DOI
 
[33]
2016 | Conference Paper | PUB-ID: 2909249
Roelle J, Berthold K. Sollen Lernaufgaben zu Gedächtnisabruf anregen? Die Komplexität der Lernaufgaben spielt eine Rolle. Presented at the 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Deutschland.
PUB
 
[32]
2016 | Conference Paper | PUB-ID: 2909250
Hiller S, Roelle J, Berthold K. Wie kann die Effektivität beispielbasierten Lernens gesteigert werden? Presented at the 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Deutschland.
PUB
 
[31]
2016 | Conference Paper | PUB-ID: 2909251
Roelle J, Berthold K. Test-based learning: Inconsistent effects between higher and lower level test questions. Presented at the 9th International Cognitive Load Theory Conference, Bochum, Germany.
PUB
 
[30]
2016 | Conference Paper | PUB-ID: 2909252
Roelle J, Berthold K. Learning strategies in learning protocols: The sequence of cognitive and metacognitive strategies matters. Presented at the EARLI SIG 6 & 7 Conference, Dijon, France.
PUB
 
[29]
2016 | Conference Paper | PUB-ID: 2909253
Hiller S, Roelle J, Berthold K. How to foster the effectiveness of example-based learning. Presented at the EARLI SIG 6 & 7 Conference, Dijon, France.
PUB
 
[28]
2016 | Conference Paper | PUB-ID: 2909254
Schalk L, Roelle J, Saalbach H, Berthold K, Stern E, Renkl A. Sets von Lösungsbeispielen für den Wissenserwerb optimieren: Effekte von Interleaving und der Anregung zum Vergleichen und Kontrastieren. In J. Roelle (Chair), Wie kann die Effektivität beispielbasierten Lernens optimiert werden? Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.
PUB
 
[27]
2016 | Conference Paper | PUB-ID: 2909256
Roelle J. Symposium "Wie kann die Effektivität beispielbasierten Lernens optimiert werden?". Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.
PUB
 
[26]
2016 | Conference Paper | PUB-ID: 2909255
Hiller S, Roelle J, Berthold K. Die Rolle der Grundlagenverarbeitung für den Nutzen beispielbasierten Lernens. In J. Roelle (Chair), Wie kann die Effektivität beispielbasierten Lernens optimiert werden? Presented at the 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Deutschland.
PUB
 
[25]
2016 | Journal Article | PUB-ID: 2908369
Roelle J, Berthold K. Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations. Instructional Science. 2016;44(2):147-176.
PUB | DOI
 
[24]
2015 | Conference Paper | PUB-ID: 2909246
Roelle J, Nowitzki C, Berthold K. Förderung von Lernstrategien selbstregulierten Lernens in Lernprotokollen: Die Sequenz von kognitiven und metakognitiven Prompts spielt eine Rolle. Presented at the 3. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Bochum, Deutschland.
PUB
 
[23]
2015 | Conference Paper | PUB-ID: 2909247
Roelle J, Berthold K. Specific relevance instructions: Targeted learning activities and retrieval processes matter. In V. Hoogerheide (Chair), Gaining by explaining: Enhancing learning by receiving and generating explanations. Presented at the 16th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.
PUB
 
[22]
2015 | Conference Paper | PUB-ID: 2909248
Roelle J, Schmidt EM, Buchau A, Berthold K. Was nützt es, Lernende über die Gefahr der Überschätzung des eigenen Wissensstands zu informieren? Presented at the 80. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Göttingen, Deutschland.
PUB
 
[21]
2015 | Journal Article | PUB-ID: 2901590
Roelle J, Berthold K. Effects of comparing contrasting cases on learning from subsequent explanations. Cognition and Instruction. 2015;33(3):199-225.
PUB | DOI | WoS
 
[20]
2015 | Journal Article | PUB-ID: 2735220
Roelle J, Müller C, Roelle D, Berthold K. Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive framework. PLoS ONE. 2015;10(4): e0124115.
PUB | PDF | DOI | WoS | PubMed | Europe PMC
 
[19]
2015 | Journal Article | PUB-ID: 2772495
Roelle J, Lehmkuhl N, Beyer M-U, Berthold K. The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions. Journal of Educational Psychology. 2015;107(3):705-723.
PUB | DOI | WoS
 
[18]
2014 | Conference Paper | PUB-ID: 2909244
Roelle J, Lehmkuhl N, Berthold K. Effects between specific and general relevance instructions to foster learning from instructional explanations: Prior knowledge matters. Presented at the EARLI SIG 6 & 7 Conference, Rotterdam, Netherlands.
PUB
 
[17]
2014 | Conference Paper | PUB-ID: 2909245
Roelle J, Berthold K. Lernen aus instruktionalen Erklärungen: Effekte von Prompts auf Basis des Aktiv-Konstruktiv-Interaktiv Frameworks. In K. Loibl, A. Deiglmayr & N. Rummel (Chair), "Interaktiv > konstruktiv" = "kooperativ > individuell"? Eine Erweiterung zu Chis ICAP-Hypothese. Presented at the 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Deutschland.
PUB
 
[16]
2014 | Journal Article | PUB-ID: 2669208
Roelle J, Berthold K, Renkl A. Two instructional aids to optimise processing and learning from instructional explanations. Instructional Science. 2014;42(2):207-228.
PUB | DOI | WoS
 
[15]
2013 | Conference Paper | PUB-ID: 2909241
Roelle J, Berthold K. Förderung des Lernens aus Erklärungen durch Reduzierung von Erklärungen. Presented at the 1. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Kiel, Deutschland.
PUB
 
[14]
2013 | Conference Paper | PUB-ID: 2909242
Roelle J, Berthold K. How to foster learning from explanations by explaining less. In J. Roelle (Chair), When to use and how to optimise instructional explanations. Presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
PUB
 
[13]
2013 | Conference Paper | PUB-ID: 2909243
Roelle J. Symposium "When to use and how to optimise instructional explanations". Presented at the 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.
PUB
 
[12]
2013 | Journal Article | PUB-ID: 2612802
Roelle J, Berthold K. The expertise reversal effect in prompting focused processing of instructional explanations. Instructional Science. 2013;41(4):635-656.
PUB | DOI | WoS
 
[11]
2012 | Conference Paper | PUB-ID: 2909237
Wolff S, Roelle J, Berthold K. Training active processing of explanations works but training focused processing works better. In K. Berthold (Chair), When and how instructional explanations can be effective. Presented at the 48th Conference of the German Psychological Society (DGPs), Bielefeld, Germany.
PUB
 
[10]
2012 | Conference Paper | PUB-ID: 2909238
Roelle J, Berthold K. Vorbereitung zukünftigen Lernens mit kontrastierten Fällen: Ausgearbeitete Lösungen schlagen Inventing. In J. Roelle (Chair), Wie Lernende auf das Lernen aus direkter Instruktion vorbereitet werden können. Presented at the 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bielefeld, Deutschland.
PUB
 
[9]
2012 | Conference Paper | PUB-ID: 2909239
Roelle J. Symposium "Wie Lernende auf das Lernen aus direkter Instruktion vorbereitet werden können". Presented at the 77. Tagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Bielefeld, Deutschland.
PUB
 
[8]
2012 | Conference Paper | PUB-ID: 2909240
Roelle J, Berthold K. Contrasting cases effectively prepare learners for future learning from instructional explanations. In K. Berthold (Chair), When and how instructional explanations can be effective. Presented at the 48th Conference of the German Psychological Socienty (DGPs), Bielefeld, Germany.
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[7]
2012 | Journal Article | PUB-ID: 2535635
Roelle J, Krüger S, Jansen C, Berthold K. The use of solved example problems for fostering strategies of self-regulated learning in journal writing. Education Research International. 2012;2012:1-14.
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[6]
2011 | Conference Abstract | PUB-ID: 2909236
Roelle J, Berthold K. Wie kann das Lernen aus Erklärungen gefördert werden? Presented at the [science fair], Bielefeld, Deutschland.
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[5]
2011 | Conference Paper | PUB-ID: 2909235
Roelle J, Berthold K. How to prepare learners to learn from instructional explanations. In K. Berthold (Chair), How instructional explanations can work. Presented at the 14th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Exeter, England.
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[4]
2011 | Journal Article | PUB-ID: 1991209
Roelle J, Berthold K, Fries S. Effects of feedback on learning strategies in learning journals: Learner-expertise matters. International Journal of Cyber Behavior, Psychology and Learning. 2011;1(2):16-30.
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[3]
2010 | Conference Paper | PUB-ID: 2909232
Roelle J, Berthold K, Renkl A. Two instructional aids to optimize processing of instructional explanations. Presented at the EARLI SIG 6 & 7 Conference, Ulm, Germany.
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[2]
2010 | Conference Abstract | PUB-ID: 2909233
Roelle J, Berthold K, Renkl A. How to optimize providing and processing instructional explanations. Presented at the JURE 2010 Conference, Frankfurt, Germany.
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[1]
2010 | Conference Paper | PUB-ID: 2909234
Roelle J, Berthold K. The expertise reversal effect in prompting focused processing of instructional explanations. Presented at the 4th International Cognitive Load Theory Conference, Hongkong, China.
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