Sophia Just
| Phone: | n.n. |
| Email: | sophia.just@uni-auni-a.de () |
| Room: | 4006 (D) |
| Open hours: | nach Vereinbarung per Mail |
| Address: | Universit?tsstra?e 10, 86159 Augsburg |
Curriculum
2024
- Outstanding Short Paper Award at the International Conference on Computer-Supported Collaborative Learning (CSCL)
- Invited JURE Symposium at the EARLI SIG 1 (Assessment and Evaluation) Conference in Barcelona, Spain
2022
- since October 2022:?research assistant and doctoral student within the project "Tutor and Peer Based Feedback Systems for Large Lectures", subproject 3?of the interdisciplinary project "Facilitating Competence Development through Authentic, Digital and Feedback-Based Teaching-Learning Scenarios" (KoDiLL) ?at the Chair of Psychology with a special focus on educational psychology under the supervision of Prof. Dr. Ingo Kollar
- May?– September: Student assistant at the Chair of Psychology with special focus on Educational Psychology at the 威尼斯赌博游戏_威尼斯赌博app-【官网】 of Augsburg
2021-2022
- Student assistant at the junior professorship empirical educational research
2020-2022
- Master's degree in Interdisciplinary Research on Teaching and Learning at the 威尼斯赌博游戏_威尼斯赌博app-【官网】 of Augsburg
2017-2020
- Bachelor's degree in Educational Science with minors in Psychology and Philosophy at the 威尼斯赌博游戏_威尼斯赌博app-【官网】 of Augsburg
Research Focus
- Promotion of peer feedback processes
????????Research Projects:
Courses
| name | semester | type |
|---|---|---|
| Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (1) | winter semester 2024/25 | ?bung |
| Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (2) | winter semester 2024/25 | ?bung |
| Kognitive, motivationale und emotionale Aspekte des Lernens im p?dagogischen Kontext | winter semester 2024/25 | Seminar |
Publications
2024
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2024, September). The role of different scaffolds in the peer-feedback process: A meta-analysis. [Die Rolle unterschiedlicher Scaffolds im Peer-Feedback-Prozess: Eine Meta-Analyse Paper presented at the 53rd of the German Psychological Society (Deutsche Gesellschaft für Psychologie, DGPs), Vienna, Austria.
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Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2024, June). How to scaffold the Peer-Feedback Process: A Meta-Analysis. Invited JURE symposium (“Unpacking the different levels of the peer feedback process.”) at the EARLI SIG 1 (Assessment and Evaluation) Conference, Barcelona, Spain.?
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Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2024). Scaffolding the Peer-Feedback Process: A Meta-Analysis. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 2231-2232). International Society of the Learning Sciences. Buffalo, New York, United States. https://doi.org/10.22318/icls2024.833519
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Hornstein, J., Greisel, M., & Kollar, I. (2024). Supporting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of Feedback Provision and Feedback Integration Scaffolds. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 213-216). International Society of the Learning Sciences. Buffalo, New York, United States. https://doi.org/10.22318/cscl2024.961446
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Greisel. M., Hornstein, J., Weidenbacher, A., Ott, J., & Kollar, I. (2024). Who Wants to Hear Bad News? How the Epistemic Perspective Determines the Perception of Peer Feedback. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Hrsg.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 221-224). International Society of the Learning Sciences. Buffalo, New York, United States.
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Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2024, March). How can peer feedback be supported instructionally? Results of a meta-analysis. [Wie kann Peer Feedback instruktional unterstützt werden? Ergebnisse einer Meta-Analyse.] Paper presented at the 11th Conference of the Society for Empirical Educational Research (Gesellschaft für Empirische Bildungsforschung, GEBF), Potsdam, Germany.?
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2023
Greisel, M., Hornstein, J., & Kollar, I. (2023, September). "Who wants to hear criticism?" How epistemic perspective determines the perception of peer feedback. [?Wer will schon Kritik h?ren?“ Wie die epistemische Perspektive über die Wahrnehmung von Peer Feedback entscheidet.] Paper presented at the Educational psychology conference (Fachtagung P?dagogische Psychologie, PAEPS), Kiel, Germany.?
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Hornstein, J., Greisel, M., Ott, J., & Kollar, I. (2023, September). Peer feedback to support evidence-informed reasoning in pre-service teachers: Effects of feedback provision and feedback integration prompts. [Peer Feedback zur Unterstützung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Feedbackgabe- und Feedbackintegrationsprompts.] Paper presented at the Educational psychology conference (Fachtagung P?dagogische Psychologie, PAEPS), Kiel, Germany.?? ?
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Hornstein, J., Greisel, M., Ott, J., & Kollar, I. (2023, August). Promoting evidence-informed reasoning in student teachers through peer feedback. Paper presented at the 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece.?
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Greisel, M., Hornstein, J., & Kollar, I. (2023, Februar). Adequacy of peer feedback: What is the role of individual learner characteristics? [Angemessenheit von Peer-Feedback: Welche Rolle spielen individuelle Merkmale der Lernenden?]. Paper presented at the 10th Conference of the Society for Empirical Educational Research (Gesellschaft für Empirische Bildungsforschung, GEBF), Essen, Germany.?
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Hornstein, J., Greisel, M., Weidenbacher, A., Ott, J., & Kollar, I. (2023, February). Promoting evidence-informed reasoning among pre-service teachers through peer feedback - effects of feedback provision and feedback integration prompts. [F?rderung evidenzorientierten Denkens von Lehramtsstudierenden durch Peer Feedback – Effekte von Feedbackgabe- und Feedbackintegrationsprompts.] Paper presented at the 10th Conference of the Society for Empirical Educational Research (Gesellschaft für Empirische Bildungsforschung, GEBF), Essen, Germany.?
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2022
Greisel, M., Hornstein, J., Weidenbacher, A., Ott, J., & Kollar, I. (2022, December). Peer feedback – What influence does structuring feedback provision according to feed-up, feed-back and feed-forward have on the feedback quality and comparison prompts on the integration of multiple feedback messages? [Peer-Feedback – Welchen Einfluss haben eine Strukturierung der Feedbackgabe nach feed-up, feed-back und feed-forward auf die Feedbackqualit?t und Vergleichsprompts auf die Integration mehrerer Feedbacks?] Presentation at the Psychological Research Colloquium from the 威尼斯赌博游戏_威尼斯赌博app-【官网】 of Augsburg, Augsburg, Germany.?