Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes
Berthold K, Nückles M, Renkl A (2004)
In: Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs. Gerjets P, Elen J, Joineru R, Kirschner P (Eds); Tübingen: Knowledge Media Research Center: 193-200.
Konferenzbeitrag
| Veröffentlicht | Englisch
Download
Es wurden keine Dateien hochgeladen. Nur Publikationsnachweis!
Autor*in
Berthold, KirstenUniBi;
Nückles, M.;
Renkl, A.
Herausgeber*in
Gerjets, P.;
Elen, J.;
Joineru, R.;
Kirschner, P.
Erscheinungsjahr
2004
Titel des Konferenzbandes
Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs
Seite(n)
193-200
Konferenz
Instructional Design and Learning and Instruction with Computers
Page URI
https://pub.uni-bielefeld.de/record/1991325
Zitieren
Berthold K, Nückles M, Renkl A. Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes. In: Gerjets P, Elen J, Joineru R, Kirschner P, eds. Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs. Tübingen: Knowledge Media Research Center; 2004: 193-200.
Berthold, K., Nückles, M., & Renkl, A. (2004). Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes. In P. Gerjets, J. Elen, R. Joineru, & P. Kirschner (Eds.), Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs (pp. 193-200). Tübingen: Knowledge Media Research Center.
Berthold, Kirsten, Nückles, M., and Renkl, A. 2004. “Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes”. In Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs, ed. P. Gerjets, J. Elen, R. Joineru, and P. Kirschner, 193-200. Tübingen: Knowledge Media Research Center.
Berthold, K., Nückles, M., and Renkl, A. (2004). “Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes” in Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs, Gerjets, P., Elen, J., Joineru, R., and Kirschner, P. eds. (Tübingen: Knowledge Media Research Center), 193-200.
Berthold, K., Nückles, M., & Renkl, A., 2004. Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes. In P. Gerjets, et al., eds. Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs. Tübingen: Knowledge Media Research Center, pp. 193-200.
K. Berthold, M. Nückles, and A. Renkl, “Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes”, Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs, P. Gerjets, et al., eds., Tübingen: Knowledge Media Research Center, 2004, pp.193-200.
Berthold, K., Nückles, M., Renkl, A.: Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes. In: Gerjets, P., Elen, J., Joineru, R., and Kirschner, P. (eds.) Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs. p. 193-200. Knowledge Media Research Center, Tübingen (2004).
Berthold, Kirsten, Nückles, M., and Renkl, A. “Writing learning protocols: Prompts foster cognitive as well as metacognitive activities and learning outcomes”. Instructional Design for Effective and Enjoyable Computer-Supported Learning. Proceedings of the First Joint Meeting of the EARLI SIGs. Ed. P. Gerjets, J. Elen, R. Joineru, and P. Kirschner. Tübingen: Knowledge Media Research Center, 2004. 193-200.
Google Scholar