|
2024
|
?zbek, Tugce, Greisel, Martin, Wekerle, Christina, & Kollar, Ingo (2024). Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024: proceedings(pp. 99-106). Buffalo, NY: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.633786
BibTeX | RIS | DOI |
Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). Scaffolding the peer-feedback process: a meta-analysis. R. Lindgren, T. I. Asino, E. A. Kyza, C. K. Looi, D. T. Keifert, E. Suárez (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024(pp. 2231-2232). Bloomington, IN: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2024.833519
BibTeX | RIS | DOI |
Hornstein, Julia, Greisel, Martin, & Kollar, Ingo (2024). Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024(pp. 213-216). Bloomington, IN: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.961446
BibTeX | RIS | DOI |
Greisel, Martin, Hornstein, Julia, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2024). Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024(pp. 221-224). Bloomington, IN: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.470012
BibTeX | RIS | DOI |
|
2023
|
Greisel, Martin, Bauer, Elisabeth, Kuznetsov, Ilia, Berndt, Markus, Dresel, Markus, Fischer, Martin R., Kollar, Ingo, & Fischer, Frank (2023). How to use theory to implement natural language processing for peer-feedback. C. Dams?a, M. Borge, E. Koh, M. Worsley (Eds.), Proceedings of the 16th International Conference on Computer-Supported Collaborative Learning - CSCL 2023, June 10–15, 2023, Montréal, QC, Canada(pp. 237-240). Montréal: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2023.108887
PDF | BibTeX | RIS | DOI |
Spang, Laura, Greisel, Martin, & Kollar, Ingo (2023). Perceptions predict problem regulation? The role of homogeneous problem perception for successful regulation in collaborative learning. P. Blikstein, J. Van Aalst, R. Kizito, K. Brennan (Eds.), 17th International Conference of the Learning Sciences (ICLS) 2023: proceedings(pp. 1282-1285). Montréal: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2023.265880
BibTeX | RIS | DOI |
|
2022
|
Zhu, Gaoxia, Greisel, Martin, Hegele, Regina, Printz, Heidrun, León, Jenny Melo, Calzado, Laura, Nazeem, Raadiyah, Borge, Marcela, Teo, Chew Lee, & Bernaus, Mercè (2022). Regulation of teaching as an individual or collaborative process: theory meets practice. C. Chinn, E. Tan, C. Chan, Y. Kali (Eds.), 16th International Conference of the Learning Sciences (ICLS) 2022: ICLS proceedings(pp. 1802-1809). Hiroshima: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2022.1802
BibTeX | RIS | DOI |
|
2021
|
Greisel, Martin, Spang, Laura, Fett, Kerstin, Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2021). "Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning. C. E. Hmelo-Silver, B. De Wever, J. Oshima (Eds.), 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021: proceedings(pp. 99-106). Bochum: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2021.99
BibTeX | RIS | DOI |
Fett, Kerstin, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning. C. E. Hmelo-Silver, B. De Wever, J. Oshima (Eds.), 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021: proceedings(pp. 201-204). Bochum: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2021.201
BibTeX | RIS | DOI |
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?. Erica de Vries, Yotam Hod, June Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences – ICLS 2021, Bochum, Germany, 8-11 June 2021(pp. 354-361). Bochum: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/icls2021.354
BibTeX | RIS | DOI | URL | URL |
|
2019
|
Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Effective regulation in collaborative learning: an attempt to determine the fit of regulation challenges and strategies. K. Lund, G. P. Niccolai, E. Lavoue?, C. Hmelo-Silver, G. Gweon, M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, volume 1(pp. 312-319). Lyon: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2019.312
BibTeX | RIS | DOI |
Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation. Brendan Eagan, Morten Misfeldt, Amanda Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography: First International Conference, ICQE 2019, Madison, WI, USA, October 20–22, 2019, Proceedings(pp. 154-164). Cham: Springer International. https://doi.org/10.1007/978-3-030-33232-7_13
BibTeX | RIS | DOI |
|
2018
|
De Backer, Liesje, Kollar, Ingo, Williams, Christopher A., Seufert, Tina, Weinberger, Armin, Melzner, Nadine, Greisel, Martin, Dresel, Markus, Kielstra, Jolique, Molenaar, Inge, Van Keer, Hilde, Valcke, Martin, & H?m?l?inen, Raija (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Jay Kay, Rosemary Lukin (Eds.), Rethinking learning in the digital age: Making the Learning Sciences count: 13th International Conference of the Learning Sciences (ICLS) 2018, London, UK, June 23-27, 2018(pp. 1296-1303). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1296
PDF | BibTeX | RIS | DOI | URL |
Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. Jay Kay, Rosemary Lukin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences count; 13th International Conference of the Learning Sciences (ICLS) 2018, June 23-27, 2018, London, United Kingdom(pp. 1561-1562). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1561
PDF | BibTeX | RIS | DOI | URL |
