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Wissenschaftlicher Artikel
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, 29, 6139-6161. https://doi.org/10.1007/s10639-023-12047-2
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Opio-Göres, Mary, Kollar, Ingo, & Dorner, Birgit (in press). Teaching students to perform child welfare assessments with adaptable computer-supported scripts and metacognitive reflection prompts. Journal of Social Work Education, 1-16. https://doi.org/10.1080/10437797.2024.2338237
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Bilandzic, Helena, Kalch, Anja, Kinnebrock, Susanne, Buchner, Benedikt, Kollar, Ingo, & Schuller, Björn W. (2024). Discursive resilience – countering polarization and fragmentation in (social) media discourse. Datenschutz und Datensicherheit - DuD, 48(6), 341-345. https://doi.org/10.1007/s11623-024-1927-9
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Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation. jero - Journal for Educational Research Online, 16(1), 1-37.
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Wekerle, Christina, Daumiller, Martin, Janke, Stefan, Dickhäuser, Oliver, Dresel, Markus, & Kollar, Ingo (2024). Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education. Scientific Reports, 14(1), 16295. https://doi.org/10.1038/s41598-024-66069-y
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Özbek, Tugce, Greisel, Martin, Wekerle, Christina, Gegenfurtner, Andreas, & Kollar, Ingo (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. Frontiers in Psychology, 15, 1410152. https://doi.org/10.3389/fpsyg.2024.1410152
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Greisel, Martin, Spang, Laura, Fett, Kerstin, & Kollar, Ingo (2024). Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?. Frontiers in Psychology, 15, 1351723. https://doi.org/10.3389/fpsyg.2024.1351723
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. Psychology Learning & Teaching, 22(1), 20-38. https://doi.org/10.1177/14757257221113942
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Kollar, Ingo, Greisel, Martin, Krause-Wichmann, Theresa, & Stark, Robin (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. Frontiers in Education, 8, 1188022. https://doi.org/10.3389/feduc.2023.1188022
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Krause-Wichmann, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2023). Promoting future teachers' evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. Frontiers in Education, 8, 1001523. https://doi.org/10.3389/feduc.2023.1001523
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Fey, Carl-Christian, Wekerle, Christina, Beckmann, Inke, Schröder, Arne, & Kollar, Ingo (2023). Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre. Zeitschrift für Hochschulentwicklung, 18(3), 275-294. https://doi.org/10.21240/zfhe/18-03/14
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Gabel, Sylvia, Keskin, Özün, Kollar, Ingo, Lewalter, Doris, & Gegenfurtner, Andreas (2023). Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study. Frontiers in Education, 8, 1282848. https://doi.org/10.3389/feduc.2023.1282848
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Keskin, Özün, Gabel, Sylvia, Kollar, Ingo, & Gegenfurtner, Andreas (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. Frontiers in Education, 8, 1272671. https://doi.org/10.3389/feduc.2023.1272671
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Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2023). How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?. Educational Psychology, 43(4), 384-402. https://doi.org/10.1080/01443410.2023.2211751
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Bauer, Elisabeth, Greisel, Martin, Kuznetsov, Ilia, Berndt, Markus, Kollar, Ingo, Dresel, Markus, Fischer, Martin R., & Fischer, Frank (2023). Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda. British Journal of Educational Technology, 54(5), 1222-1245. https://doi.org/10.1111/bjet.13336
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Spensberger, Florian, Kollar, Ingo, & Pankofer, Sabine (2022). Effects of worked examples and external scripts on fallacy recognition skills: a randomized controlled trial. Journal of Social Work Education, 58(4), 622-639. https://doi.org/10.1080/10437797.2021.1963892
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Vogel, Freydis, Kollar, Ingo, Fischer, Frank, Reiss, Kristina, & Ufer, Stefan (2022). Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. International Journal of Computer-Supported Collaborative Learning, 17, 39-64. https://doi.org/10.1007/s11412-022-09363-z
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Wekerle, Christina & Kollar, Ingo (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans. Technology Pedagogy and Education, 31(5), 597-614. https://doi.org/10.1080/1475939X.2022.2083669
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Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. Metacognition and Learning, 17(3), 813-836. https://doi.org/10.1007/s11409-022-09316-9
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455
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Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2021). Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?. European Journal of Psychology of Education, 36, 147-168. https://doi.org/10.1007/s10212-020-00467-4
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Wekerle, Christina & Kollar, Ingo (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?. Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617
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März, Esther, Wessels, Insa, Kollar, Ingo, & Fischer, Martin R. (2021). "I just stand around and look friendly" - comparing medical students’ and physicians’ ward round scripts. Medical Teacher, 43(5), 560-566. https://doi.org/10.1080/0142159x.2021.1877267
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Kiemer, Katharina & Kollar, Ingo (2021). Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?. Zeitschrift für Pädagogische Psychologie, 35(2-3), 127-141. https://doi.org/10.1024/1010-0652/a000302
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Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5
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Spensberger, Florian, Kollar, Ingo, Gambrill, Eileen, Ghanem, Christian, & Pankofer, Sabine (2019). How to teach evidence-based practice in social work: a systematic review. Research on Social Work Practice, 30(1), 19-39. https://doi.org/10.1177/1049731519852150
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Ghanem, Christian, Kollar, Ingo, Pankofer, Sabine, Eckl, Markus, & Fischer, Frank (2019). Does probation officers’ reasoning change in the light of scientific evidence? Analyzing the quality of evidence utilisation in social work. Journal of Evidence-Based Social Work, 16(4), 423-441. https://doi.org/10.1080/26408066.2019.1618774
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Ghanem, Christian, Kollar, Ingo, Fischer, Frank, Lawson, Thomas R., & Pankofer, Sabine (2018). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence. European Journal of Social Work, 21(1), 3-19. https://doi.org/10.1080/13691457.2016.1255931
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Csanadi, Andras, Eagan, Brendan, Kollar, Ingo, Shaffer, David Williamson, & Fischer, Frank (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer-Supported Collaborative Learning, 13(4), 419-438. https://doi.org/10.1007/s11412-018-9292-z
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Ghanem, Christian, Lawson, Thomas R., Pankofer, Sabine, Maragkos, Markos, & Kollar, Ingo (2017). The Diffusion of Evidence-Based Practice: Reviewing the Evidence-Based Practice Networks in the United States and German-Speaking Countries. Journal of Evidence-Informed Social Work, 14(2), 86-118. https://doi.org/10.1080/23761407.2017.1298074
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Wang, Xinghua, Kollar, Ingo, & Stegmann, Karsten (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal of Computer-Supported Collaborative Learning, 12(2), 153-172. https://doi.org/10.1007/s11412-017-9254-x
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Vogel, Freydis, Wecker, Christof, Kollar, Ingo, & Fischer, Frank (2017). Socio-cognitive scaffolding with computer-supported collaboration scripts: a meta-analysis. Educational Psychology Review, 29(3), 477-511. https://doi.org/10.1007/s10648-016-9361-7
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Kiesewetter, Jan, Kollar, Ingo, Fernandez, Nicolas, Lubarsky, Stuart, Kiessling, Claudia, Fischer, Martin R., & Charlin, Bernard (2016). Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts. Journal of Interprofessional Care, 30(5), 689-692. https://doi.org/10.1080/13561820.2016.1184238
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Stegmann, Karsten, Kollar, Ingo, Weinberger, Armin, & Fischer, Frank (2016). Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. International Journal of Computer-Supported Collaborative Learning, 11(3), 371-379. https://doi.org/10.1007/s11412-016-9241-7
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500. https://doi.org/10.1007/s11251-016-9380-2
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Kollar, Ingo, Pilz, Florian, & Fischer, Frank (2014). Why it is hard to make use of new learning spaces: A script perspective. Technology, Pedagogy and Education, 23(1), 7-18. https://doi.org/10.1080/1475939x.2013.841615
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Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Vogel, Freydis, Fischer, Frank, & Reiss, Kristina (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. Learning and Instruction, 32, 22-36. https://doi.org/10.1016/j.learninstruc.2014.01.003
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Fischer, Frank, Kollar, Ingo, Ufer, Stefan, Sodian, Beate, Hussmann, Heinrich, Pekrun, Reinhard, Neuhaus, Birgit, Dorner, Birgit, Pankofer, Sabine, Fischer, Martin, Strijbos, Jan-Willem, Heene, Moritz, & Eberle, Julia (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. https://doi.org/10.14786/flr.v2i2.96
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Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, & Wecker, Christof (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. Educational Psychologist, 48(1), 56-66. https://doi.org/10.1080/00461520.2012.748005
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Kollar, Ingo & Fischer, Frank (2013). Orchestration is nothing without conducting – But arranging ties the two together!. Computers and Education, 69, 507-509. https://doi.org/10.1016/j.compedu.2013.04.008
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Fischer, Frank, Stegmann, Karsten, Wecker, Christof, & Kollar, Ingo (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts können das fachliche Argumentieren verbessern. Zeitschrift für Pädagogik, 57(3), 326-337.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht - Interventionsstudien zur Bedeutung von individuellen Lernvoraussetzungen und instruktionalen Gestaltungsmerkmalen. Psychologie in Erziehung und Unterricht, 58(4), 280-292. https://doi.org/10.2378/peu2011.art18d
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Kollar, Ingo & Fischer, Frank (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344-348. https://doi.org/10.1016/j.learninstruc.2009.08.005
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Wecker, Christof, Stegmann, Karsten, Bernstein, Florian, Huber, Michael J., Kalus, Georg, Kollar, Ingo, Rathmayer, Sabine, & Fischer, Frank (2010). S-COL: a Copernican turn for the development of flexibly reusable collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 5(3), 321-343. https://doi.org/10.1007/s11412-010-9093-5
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Kollar, Ingo & Fischer, Frank (2008). Was ist eigentlich aus der neuen Lernkultur geworden? Ein Blick auf Instruktionsansätze mit Potenzial zur Veränderung kulturell geteilter Lehr- und Lernskripts. Zeitschrift für Pädagogik, 54(1), 49-62.
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Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. Learning and Instruction, 17(6), 708-721. https://doi.org/10.1016/j.learninstruc.2007.09.021
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Kollar, Ingo & Fischer, Frank (2006). Supporting self-regulated learners for a while and what computers can contribute. Journal of Educational Computing Research, 35(4), 425-435. https://doi.org/10.2190/rk02-7384-2723-g744
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Kollar, Ingo, Fischer, Frank, & Hesse, Friedrich W. (2006). Collaboration scripts – a conceptual analysis. Educational Psychology Review, 18(2), 159-185. https://doi.org/10.1007/s10648-006-9007-2
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Kollar, Ingo, Fischer, Frank, Slotta, J. D., & Meister, D. (2004). Missbildung bei Fröschen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE. Praxis der Naturwissenschaften - Biologie in der Schule, 53(3), 38-39.
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Meister, D. M., Fischer, Frank, Kollar, Ingo, & Slotta, J. D. (2004). Lehrer-Communities: Erfahrungen aus der web-basierten WISE-Lernumgebung. Computer + Unterricht, (54), 50-53.
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Teil eines Buches (Kapitel)
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Kollar, Ingo (2023). Lernen von Erklärungen und Lernen durch Erklären aus lehr-lern-psychologischer Perspektive. In Julia von Dall'Armi (Ed.), Erklären als zentrales Vermittlungskonzept der Bildungswissenschaften und Fachdidaktiken: Beiträge für die Lehrkräftebildung (pp. 16-35). Weinheim: Beltz Juventa.
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Kollar, Ingo & Greisel, Martin (2023). Small group learning. In Joerg Zumbach, Douglas Bernstein, Susanne Narciss, & Giuseppina Marsico (Eds.), International handbook of psychology learning and teaching (pp. 1285-1303). Cham: Springer. https://doi.org/10.1007/978-3-030-26248-8_60-1
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Wekerle, Christina & Kollar, Ingo (2022). Effekte individueller und kontextueller Faktoren auf die evidenz- und erfahrungsorientierte Reflexion mediengestützten Unterrichts von Lehramtsstudierenden. In Andreas Hartinger, Markus Dresel, Eva Matthes, Ulrike E. Nett, Kristina Peuschel, & Andreas Gegenfurtner (Eds.), Lehrkräfteprofessionalität im Umgang mit Heterogenität: theoretische Konzepte, Förderansätze, empirische Befunde (pp. 115-129). Münster: Waxmann.
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Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2020). Kooperationsskripts beim technologieunterstützten Lernen. In Helmut Niegemann & Armin Weinberger (Eds.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (pp. 305-320). Berlin: Springer. https://doi.org/10.1007/978-3-662-54373-3_29-1
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Kollar, Ingo & Fischer, Frank (2019). Lehren und Unterrichten. In Detlef Urhahne, Markus Dresel, & Frank Fischer (Eds.), Psychologie für den Lehrberuf (pp. 333-352). Berlin: Springer.
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Kiemer, Katharina & Kollar, Ingo (2018). Evidence-based reasoning of pre-service teachers: a script perspective. In J. Kay & R Luckin (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. 1037-1040). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1037
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Wekerle, Christina & Kollar, Ingo (2018). Effects of expertise on teachers' technology-supported teaching scripts. In Jay Kay & Rosemary Luckin (Eds.), Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3 (pp. 1569-1570). London: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2018.1569
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Daxenberger, Johannes, Csanadi, Andras, Ghanem, Christian, Kollar, Ingo, & Gurevych, Iryna (2018). Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding. In Frank Fischer, Clark A. Chinn, Katharina Engelmann, & Jonathan Osborne (Eds.), Scientific Reasoning and Argumentation: the Roles of Domain-Specific and Domain-General Knowledge (pp. 34-55). New York, NY: Routledge. https://doi.org/10.4324/9780203731826-3
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Kollar, Ingo & Fischer, Frank (2018). Mediengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ansätze und empirische Befunde. In Rudolf Tippelt, Aiga von Hippel, & J. Gebrande (Eds.), Handbuch Erwachsenenbildung / Weiterbildung: Band 2 (pp. 1553-1568). Wiesbaden: Springer VS.
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Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2018). Scaffolding and scripting (computer-supported) collaborative learning. In Frank Fischer, Cindy E. Hmelo-Silver, Susan R. Goldmann, & Peter Reimann (Eds.), International Handbook of the Learning Sciences: The learning sciences (pp. 340-350). New York [u.a.]: Routledge.
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Csanadi, Andras, Eagan, Brendan, Shaffer, David, Kollar, Ingo, & Fischer, Frank (2017). Collaborative and individual scientific reasoning of pre-service teachers: new insights through Epistemic Network Analysis (ENA). In B. K. Smith, M. A. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017 (pp. 215-222). Philadelphia: International Society of the Learning Sciences.
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Hod, Yotam, Eberle, Julia, Benichou, Maya, Charles, Elizabeth, Cress, Ulrike, Fischer, Frank, Goodyear, Peter, Kali, Yael, Kollar, Ingo, Slotta, Jim, Thompson, Kate, Tjietjen, Phil, & Yeoman, Pippa (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. In B. K. Smith, M. A. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017 (pp. 897-900). Philadelphia: International Society of the Learning Sciences.
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Schwaighofer, Mattias, Vogel, Freydis, Kollar, Ingo, Strohmaier, Anselm, Ottinger, Sarah, Terwedow, Ilka, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading. In B. K. Smith, M. A. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL: Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning (CSCL 2017), Philadelphia, Pennsylvania, USA, June 18-22, 2017 (pp. 847-848). Philadelphia: International Society of the Learning Sciences.
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Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2016). Scientific reasoning and problem solving in a practical domain: are two heads better than one?. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 50-57). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.9
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Lerner, Patrick, Csanadi, Andras, Daxenberger, Johannes, Flekova, Lucie, Ghanem, Christian, Kollar, Ingo, Fischer, Frank, & Gurevych, Iryna (2016). A user interface for the exploration of manually and automatically coded scientific reasoning and argumentation. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 938-941). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.141
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Ottinger, Sarah, Kollar, Ingo, & Ufer, Stefan (2016). Content and form - all the same or different qualities of mathematical arguments?. In C. Csikós, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, PME40, Szeged, Hungary, 3-7 August 2016 (pp. 19-26). Szeged: PME.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Validieren von Beweisen - Probleme von Studierenden und die Rolle von mathematischen und übergreifenden Voraussetzungen. In Beiträge zum Mathematikunterricht 2016: Vorträge auf der 50. Tagung für Didaktik der Mathematik vom 07.03.2016 bis 11.03.2016 in Heidelberg; Band 3 (pp. 1127-1132). Münster: WTM - Verlag für wissenschaftliche Texte und Medien. https://doi.org/10.17877/DE290R-17740
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Proof validation aspects and cognitive student prerequisites in undergraduate mathematics. In C. Csikós, A. Rausch, & J. Szitányi (Eds.), Proceedings of the 40th Conference of the International Group for the Psychology of Mathematics Education, PME40, Szeged, Hungary, 3-7 August 2016 (pp. 219-226). Szeged: PME.
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Ghanem, C., Schwegele, A., Pankofer, S., Kollar, Ingo, & Fischer, Frank (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?): Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer_innen. In Stefan Borrmann & Barbara Thiessen (Eds.), Wirkungen sozialer Arbeit: Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin (pp. 373-394). Opladen: Verlag Barbara Budrich.
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2016). Fostering university freshmen's mathematical argumentation skills with collaboration scripts. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 599-606). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.78
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Ottinger, Sarah, Ufer, Stefan, & Kollar, Ingo (2016). Mathematisches Argumentieren und Beweisen in der Studieneingangsphase – Analyse inhaltlicher und formaler Qualitätsindikatoren. In Beiträge zum Mathematikunterricht 2016: Vorträge auf der 50. Tagung für Didaktik der Mathematik vom 07.03.2016 bis 11.03.2016 in Heidelberg, Band 3 (pp. 1123-1126). Münster: WTM - Verlag für wissenschaftliche Texte und Medien. https://doi.org/10.17877/DE290R-17740
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Mathematical argumentation and proof supporting a complex cognitive skill. In C. K. Looi, J. L. Polmann, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: 12th International Conference of the Learning Sciences (ICLS 2016), Singapore, 20-24 June 2016 (pp. 811-814). Singapore: International Society of the Learning Sciences. https://doi.org/10.22318/icls2016.109
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Järvelä, Sanna, Kirschner, Paul A., Hadwin, Allyzon, Järvenoja, Hanna, Malmberg, Jonna, Kollar, Ingo, Stegmann, Karsten, Fischer, Frank, Janssen, Jeroen, Kirschner, Femke, van Leeuwen, Anouschka, Erkens, Gijsbert, Brekelmans, Mieke, Lajoie, Susanne P., Lee, Lila, Poitras, Eric, Hmelo-Silver, Cindy E., & Hogaboam, Peter (2015). Regulated Learning in CSCL: Theoretical Progress for Learning Success. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the material conditions of learning: 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015 (pp. 11-17). Gothenburg: International Society of the Learning Sciences.
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Kollar, Ingo & Harrer, A. (2015). ClassroomImaging: A tool to code and visualize compley classroom learning processes. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the material conditions of learning: 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015 (pp. 843-847). Gothenburg: International Society of the Learning Sciences.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Research on mathematical argumentation: a descriptive review of PME proceedings. In K. Beswick, T. Muir, & J. Fielding-Wells (Eds.), Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education, PME39, Hobart, Australia, 13-18 July 2015 (pp. 193-200). Hobart: PME.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Forschung zum mathematischen Argumentieren - ein deskriptiver Review von PME-Beiträgen. In Franco Caluori, Helmut Linneweber-Lammerskitten, & Christine Streit (Eds.), Beiträge zum Mathematikunterricht 2015: Vorträge auf der 49. Tagung für Didaktik der Mathematik vom 09.02.2015 bis 13.02.2015 in Basel; Band 2 (pp. 876-879). Münster: WTM - Verlag für wissenschaftliche Texte und Medien. https://doi.org/10.17877/DE290R-16575
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2015). Fostering Argumentation Skills in Mathematics with Adaptable Collaboration Scripts: Only Viable for Good Self-Regulators?. In O. Lindwall, P. Häkkinen, T. Koschmann, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the material conditions of learning: 11th International Conference on Computer Supported Collaborative Learning (CSCL 2015), Gothenburg, Sweden, June 7-11, 2015 (pp. 576-580). Gothenburg: International Society of the Learning Sciences.
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Vogel, Freydis, Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2014). The role of content support and transactivity for effects of computer-supported collaboration scripts on domain-specific learning: a meta-analysis. In Fatos Xhafa, Leonard Barolli, Francesco Palmieri, Mario Koeppen, & Vincenzo Loia (Eds.), 2014 International conference on intelligent networking and collaborative systems (INCoS 2014), 10-12 Sept. 2014, Salerno, Italy (pp. 677-682). Los Alamitos, CA: IEEE. https://doi.org/10.1109/incos.2014.82
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Fischer, Frank, Slotta, James D., Dillenbourg, P., Kollar, Ingo, Stegmann, K., Wecker, C., & Tchounikine, P. (2013). Scripting and orchestration: recent theoretical advances. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: learning across levels of space, time and scale: 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013), June 15-19, 2013, University of Wisconsin - Madison, USA (pp. 564-571). Singapore: International Society of the Learning Sciences.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2013). When instruction supports collaboration, but hinders learning - the case of classroom and small group collaboration scripts in the CSCL classroom. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013), June 15-19, 2013, University of Wisconsin - Madison, USA (pp. 256-263). Singapore: International Society of the Learning Sciences.
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Vogel, Freydis, Reichersdorfer, E., Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2013). Learning to argue in mathematics: effects of heuristic worked examples and CSCl scripts on transactive argumentation. In N. Rummel, M. Kapur, M. Nathan, & S. Puntambekar (Eds.), To see the world and a grain of sand: Learning across levels of space, time and scale: 10th International Conference on Computer Supported Collaborative Learning (CSCL 2013), June 15-19, 2013, University of Wisconsin - Madison, USA (pp. 526-533). Singapore: International Society of the Learning Sciences.
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Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, Wecker, Christof, Zottmann, Jan, & Weinberger, Armin (2013). Collaboration Scripts in Computer-Supported Collaborative Learning. In Cindy E. Hmelo-Silver, Clark A. Chinn, Carol Chan, & Angela M. O'Donnell (Eds.), The International Handbook of Collaborative Learning (pp. 403-419). New York [u.a.]: Routledge. https://doi.org/10.4324/9780203837290.ch23
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Kollar, Ingo, Ufer, Stefan, Lorenz, E., Vogel, F., Reiss, Kristina, & Fischer, Frank (2012). Using heuristic worked examples and collaboration scripts to help learners aquire mathematical argumentation skills. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: The International Conference of the Learning Sciences (ICLS) 2012, 2 - 6 July, 2012, Sydney, Australia, Volume 1 (pp. 331-338). Sydney: International Society of the Learning Sciences.
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Raes, Annelies, Schellens, Tammy, De Wever, Bram, Kollar, Ingo, Wecker, Christof, Langer, Sybille, Fischer, Frank, Tissenbaum, Mike, Slotta, James D., Peters, Vanessa L., & Butler Songer, Nancy (2012). Scripting science inquiry learning in CSCL classrooms. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: The International Conference of the Learning Sciences (ICLS) 2012, 2 - 6 July, 2012, Sydney, Australia, Volume 2 (pp. 118-125). Sydney: International Society of the Learning Sciences.
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Reichersdorfer, E., Vogel, F., Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills. In Tai-Yih Tso (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Education, PME36, 18-22 July 2012, Taipei, Taiwan (pp. 345-352). IGPME.
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Vogel, F., Kollar, Ingo, & Fischer, Frank (2012). Effects of Computer-Supported Collaboration Scripts on domain-general learning outcomes: a meta-analysis. In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: The International Conference of the Learning Sciences (ICLS) 2012, 2 - 6 July, 2012, Sydney, Australia, Volume 2 (pp. 446-450). Sydney: International Society of the Learning Sciences.
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Lorenz, Elisabeth, Vogel, Freydis, Ufer, Stefan, Kollar, Ingo, Reiss, Kristina, & Fischer, Frank (2012). Effekte heuristischer Lösungsbeispiele in kooperativen Settings auf mathematische Argumentationskompetenz bei Lehramtsstudierenden. In Matthias Ludwig & M. Kleine (Eds.), Beiträge zum Mathematikunterricht 2012: Vorträge auf der 46. Tagung für Didaktik der Mathematik vom 05.03.2012 bis 09.03.2012 in Weingarten (Band 2) (pp. 565-568). Münster: WTM - Verlag für wissenschaftliche Texte und Medien. https://doi.org/10.17877/DE290R-6587
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Mäkitalo-Siegl, K. & Kollar, Ingo (2012). Collaboration Scripts. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning: Volume 2 (p. 628). New York [u.a.]: Springer. https://doi.org/10.1007/978-1-4419-1428-6_600
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El-Refai, W., Kollar, Ingo, & Fischer, Frank (2011). Facilitating web design skills through online design-based learning: the case of collaboration scripts and incomplete concept maps. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 120-127). Singapore: International Society of the Learning Sciences.
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Kollar, Ingo, Hämäläinen, R., Evans, M. A., De Wever, B., & Perrotta, C. (2011). Orchestrating CSCL - more than a metaphor?. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 946-947). Singapore: International Society of the Learning Sciences.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Orchestrating web-based collaborative inquiry learning with small group and classroom scripts. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 422-429). Singapore: International Society of the Learning Sciences.
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Slotta, Jim, Tissenbaum, M., Lui, M., Alagha, I., Burd, E., Higgins, S., Mercier, E., Fischer, Frank, Pilz, F., Kollar, Ingo, Moher, T., Gnoli, A., Jaeger, A., Wiley, J., López Silva, B., Evans, M., Motto, A., Brunger, A., & Crider-Wilkins, J. (2011). Embedding CSCL in classrooms: conceptual and methodological challenges of research on new learning spaces. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 1081-1088). Singapore: International Society of the Learning Sciences.
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Wang, X., Kollar, Ingo, Stegmann, K., & Fischer, Frank (2011). Adaptable scripting in computer-supported collaborative learning to foster knowledge and skill acquisition. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 382-389). Singapore: International Society of the Learning Sciences.
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Wecker, C., Kollar, Ingo, & Fischer, Frank (2011). Explaining the effects of continuous and faded scripts on online search skills: the role of collaborative strategy practice. In H. Spada, G. Stahl, N. Miyake, & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 - 9th International Conference on Computer-Supported Collaborative Learning, 4-8 July 2011, Hong Kong, China (pp. 390-397). Singapore: International Society of the Learning Sciences.
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Lorenz, Elisabeth, Vogel, Freydis, Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, Stefan (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. In R. Haug & L. Holzäpfel (Eds.), Beiträge zum Mathematikunterricht 2011: Beiträge zur 45. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 21. bis 25. Februar 2011 in Freiburg (Band 2) (pp. 559-562). Münster: WTM - Verlag für wissenschaftliche Texte und Medien. https://doi.org/10.17877/DE290R-6733
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Wecker, C., Kollar, Ingo, Fischer, Frank, & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences - ICLS 2010, Chicago, Illinois — June 29 - July 02, 2010 (pp. 810-817). Chicago: International Society of the Learning Sciences.
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Clark, Douglas, Sampson, Victor, Stegmann, Karsten, Marttunen, Miika, Kollar, Ingo, Janssen, Jeroen, Erkens, Gijsbert, Weinberger, Armin, Menekse, Muhsin, & Laurinen, Leena (2010). Online Learning Environments, Scientific Argumentation, and 21st Century Skills. In Bernhard Ertl (Ed.), E-Collaborative Knowledge Construction: Learning from Computer-Supported and Virtual Environments (pp. 1-39). Hershey [u.a.]: Information Science Reference. https://doi.org/10.4018/978-1-61520-729-9.ch001
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Kollar, Ingo (2010). Turning the classroom of the future into the classroom of the present. In Kati Mäkitalo-Siegl, Jan Zottmann, & Frederic Kaplan (Eds.), Classroom of the future: orchestrating collaborative spaces (pp. 245-255). Rotterdam [u.a.]: Sense Publ..
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Kollar, Ingo & Fischer, Frank (2010). Mediengestützte Lehr-, Lern- und Trainingsansätze für die Weiterbildung. In Rudolf Tippelt & Aiga von Hippel (Eds.), Handbuch Erwachsenenbildung / Weiterbildung (pp. 1017-1030). Wiesbaden: VS Verlag für Sozialwissenschaften. https://doi.org/10.1007/978-3-531-92016-0_64
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Jucks, Regina, Kollar, Ingo, Krämer, Nicole, & Fischer, Frank (2009). Psychologische Grundlagen des Medien- und Bildungsmanagements. In Michael Henninger & Heinz Mandl (Eds.), Handbuch für Medien- und Bildungsmanagement: Qualitätsmanagement, Erwachsenenbildung, Mediengestaltung, Kommunikation, Personalentwicklung (pp. 107-133). Weinheim: Beltz.
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Weinberger, Armin, Kollar, Ingo, Dimitriadis, Yannis, Mäkitalo-Siegl, Kati, & Fischer, Frank (2009). Computer-supported collaboration scripts - perspectives from educational psychology and computer science. In Nicholas Balacheff, S. Ludvigsen, T. De Jong, A. Lazonder, & S. Barnes (Eds.), Technology-enhanced learning: principles and products (pp. 155-174). Dordrecht: Springer. https://doi.org/10.1007/978-1-4020-9827-7_10
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Kollar, Ingo, Fischer, Frank, & Slotta, J. D. (2008). Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talkong aren't the same. In P. A. Kirschner, F. J. Prins, V. Jonker, & G. Kanselaar (Eds.), Cre8ting a learning world: Proceedings of the International Conference of the Learning Sciences (ICLS 2008), Maastricht, Netherlands, 24-28 June 2008 (pp. 453-460). Utrecht: International Society of the Learning Sciences. https://doi.org/10.5555/1599812.1599867
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Kollar, Ingo, Wecker, Christof, Fischer, Frank, Kohnle, Carmen, & Slotta, James D. (2007). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. In Clark A. Chinn, Gijsbert Erkens, & Sadhana Puntambekar (Eds.), Proceedings of the 8th iternational conference on Computer supported collaborative learning - CSCL'07, New Brunswick, New Jersey, USA — July 16 - 21, 2007 (pp. 382-384). Morristown, NJ: Association for Computational Linguistics. https://doi.org/10.3115/1599600.1599673
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Carmien, Stefan, Kollar, Ingo, Fischer, Gerhard, & Fischer, Frank (2007). The Interplay of Internal and External Scripts: A Distributed Cognition Perspective. In Frank Fischer, Ingo Kollar, Heinz Mandl, & Jörg M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives (pp. 303-326). Dordrecht [u.a.]: Springer. https://doi.org/10.1007/978-0-387-36949-5_17
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Fischer, Frank, Kollar, Ingo, Haake, Jörg M., & Mandl, Heinz (2007). Introduction. In Frank Fischer, Ingo Kollar, Heinz Mandl, & Jörg M. Haake (Eds.), Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives (pp. 1-10). Boston [u.a.]: Springer. https://doi.org/10.1007/978-0-387-36949-5_1
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Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2005). Internal and external collaboration scripts in web-based science learning at schools. In Tak-Wai Chan (Ed.), Proceedings of the 2005 conference on Computer support for collaborative learning learning 2005: the next 10 years! - CSCL '05, Taipei, Taiwan — May 30 - June 04, 2005 (pp. 331-340). Morristown, NJ: Association for Computational Linguistics. https://doi.org/10.3115/1149293.1149336
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Buch (Monographie)
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Clarke-Midura, J., Kollar, Ingo, Gu, X., & D'Angelo, C. (Eds.). (2024). Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024. Bloomington, IN: International Society of the Learning Sciences.
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Kollar, Ingo (2013). Orchestrierung komplexer Lehr- und Lernprozesse: Kontextuelle und designbezogene Bedingungen der Effektivität von computerunterstützten Kooperationsskripts. München: Ludwig-Maximilians-Universität.
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unveröffentlichte Habilitationsschrift |
Fischer, Frank, Kollar, Ingo, Mandl, Heinz, & Haake, Jörg M. (Eds.). (2007). Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives. Dordrecht [u.a.]: Springer. https://doi.org/10.1007/978-0-387-36949-5
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Kollar, Ingo (2006). Webbasiertes Forschendes Lernen in der Biologie: Effekte internaler und externaler Kooperationsskripts auf Prozesse und Ergebnisse des gemeinsamen Argumentierens. Berlin: Logos.
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Zugl.: Diss., Universität Tübingen |
Kollar, Ingo (2002). Gewissheits- und Ungewissheitsorientierung beim kooperativen Lernen in Videokonferenzen - der Einfluss unterschiedlicher Strukturierungsmaßnahmen. München: Ludwig-Maximilians-Universität München.
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unveröffentlichte Magisterarbeit |
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Konferenzveröffentlichung
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Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). How to scaffold the peer-feedback process: a meta-analysis. JURE Symposium, EARLY SIG 1 (Assessment and Evaluation) Conference, Universitat Oberta de Catalunya, Barcelona, Spain, 26-28 June 2024Leuven: EARLI.
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Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). Wie kann Peer Feedback instruktional unterstützt werden? Ergebnisse einer Meta-Analyse. 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 18.-20. März 2024, PotsdamFrankfurt am Main: GEBF - Gesellschaft für Empirische Bildungsforschung.
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(2024). 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024: proceedings, June 8-9, 2024, University at Buffalo, Buffalo, NY, USA. Jody Clarke-Midura, Ingo Kollar, Xiaoqing Gu, Cynthia D'Angelo (Eds.), Buffalo, NY: International Society of the Learning Sciences (ISLS).
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Özbek, 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
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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
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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
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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
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Greisel, Martin, Hornstein, Julia, & Kollar, Ingo (2023). "Wer will schon Kritik hören?": wie die epistemische Perspektive über die Wahrnehmung von Peer Feedback entscheidet. Fachtagung Pädagogische Psychologie, 18.–20. September 2023, Kiel (PAEPS)Berlin: Fachgruppe Pädagogische Psychologie.
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Hornstein, Julia, Greisel, Martin, Ott, Johanna, & Kollar, Ingo (2023). Peer Feedback zur Unterstützung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Feedbackgabe- und Feedbackintegrationsprompts. Fachtagung Pädagogische Psychologie, 18.–20. September 2023, Kiel (PAEPS)Berlin: Fachgruppe Pädagogische Psychologie.
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Hornstein, Julia, Greisel, Martin, Ott, Johanna, Weidenbacher, Anna, & Kollar, Ingo (2023). Promoting evidence-informed reasoning in student teachers through peer feedback. 20th Biennial European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece, 22-26 August 2023Leuven: EARLI.
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Greisel, Martin, Hornstein, Julia, & Kollar, Ingo (2023). Angemessenheit von Peer-Feedback: welche Rolle spielen individuelle Merkmale der Lernenden?. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 27.02.-02.03.2023, Universität Duisburg-Essen, EssenFrankfurt am Main: GEBF - Gesellschaft für Empirische Bildungsforschung.
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Hornstein, Julia, Greisel, Martin, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2023). Förderung evidenzorientierten Denkens von Lehramtsstudierenden durch Peer Feedback: Effekte von Feedbackgabe- und Feedbackintegrationsprompts. 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 27.02.-02.03.2023, Universität Duisburg-Essen, EssenFrankfurt am Main: GEBF - Gesellschaft für Empirische Bildungsforschung.
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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. Damșa, 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
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Wekerle, Christina, Kaistra, Eva, Dufter, Johanna, & Kollar, Ingo (2023). Ist weniger mehr? Die Effekte von Fading von Lösungsbeispielen auf die professionelle Wahrnehmung technologiegestützten Unterrichts von Lehramtsstudierenden. Fachtagung Pädagogische Psychologie (PAEPS), Kiel, 18.-20. September 2023.
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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
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service passive vs. constructive engagement on technology acceptance. EARLI SIG 11 Conference on Teaching and Teacher Education, Oldenburg, Germany, 22-24 June 2022.
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Greisel, Martin, Spang, Laura, Keller, Melanie, Özsoy, Melissa, & Kollar, Ingo (2022). Successful problem regulation in collaborative learning: how important is a homogenous problem perception? [Abstract]. Psychologisches Forschungskolloquium SoSe 2022, Universität Augsburg, Augsburg, Deutschland, 30. Juni 2022.
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Greisel, Martin, Hornstein, Julia, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2022). Peer-Feedback: welchen Einfluss haben eine Strukturierung der Feedbackgabe nach feed-up, feed-back und feed-forward auf die Feedbackqualität und Vergleichsprompts auf die Integration mehrerer Feedbacks?. Forschungskolloquium WS 2022/23, Universität AugsburgAugsburg: Universität Augsburg.
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). Übung macht (nicht) den Meister? – Die Förderung der Technologieakzeptanz von Lehramtsstudierenden mithilfe unterschiedlicher Lernaktivitäten. DGPs Congress 2022 - 52. Kongress der Deutschen Gesellschaft für Psychologie, Hildesheim, 10.-15. September 2022.
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Technology-enhanced learning activities, cognitive and affective-motivational learning outcomes in higher education – how are they related?. EARLI SIG 6 & 7 Conference, Zollikofen, Switzerland, 22-24 August 2022.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2022). Förderung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Lehrtexten mit Anwendungsbezug und unterschiedlich stark strukturierten Problemlöseprompts. 9. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung, Bamberg, 9.-11. März 2022, virtuell.
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service teachers' passive vs. constructive engagement on technology acceptance. EARLI SIG11 Conference 2022, Oldenburg, Germany, 22nd-24th June 2022.
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance. Clark Chinn, Edna Tan, Carol Chan, Yael Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022, Hiroshima, Japan, 6-10 June 2022(pp. 456-463). International Society of the Learning Sciences (ISLS).
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Wekerle, Christina, Özbek, Tugce, & Kollar, Ingo (2021). Fostering pre-service teachers' technology acceptance – does the type of engagement with information matter?. ESPLAT2021 conference: Teaching and Learning Psychology in Times of COVID and Beyond, 2-3 September 2021, Heidelberg University, Heidelberg, Germany, virtual event.
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Wekerle, Christina, Trempler, Kati, Kiemer, Katharina, Wagner, Kai, Wilkes, Theresa, Greisel, Martin, Clanzett, Sven, Stark, Robin, & Kollar, Ingo (2021). Evidenzorientiertes Denken von Lehramtsstudierenden, Lehrkräften und Bildungswissenschaftler*innen. Digitale Fachtagung Pädagogische Psychologie (PAEPSY), Institut für Psychologie, Pädagogische Hochschule Heidelberg, online-Tagung, 14.-16. September 2021.
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Wilkes, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2021). Effekte abstrakter vs. ausgearbeiteter Muster- und Fehllösungen in der LehrerInnenbildung. Digitale Fachtagung Pädagogische Psychologie (PAEPSY), Institut für Psychologie, Pädagogische Hochschule Heidelberg, online-Tagung, 14.-16. September 2021.
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Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Greisel, Martin, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Contrasting pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning. 19th Biennial EARLI Conference "Education and Citizenship: Learning and Instruction and the Shaping of Futures", 23-27 August 2021, virtual event.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Trempler, Kati, Kollar, Ingo, & Stark, Robin (2021). Using the theory of planned behavior to explain pre-service teachers' evidence-informed reasoning. 19th Biennial EARLI Conference, 23-27 August 2021, virtual.
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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).
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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).
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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).
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Wekerle, Christina & Kollar, Ingo (2020). Closing the research-practice gap: supporting pre-service teachers' evidence-oriented reasoning about technology-enhanced teaching. EARLI SIG 6/7 Virtual Conference, August 2020.
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Wekerle, Christina & Kollar, Ingo (2019). Wie nutzen Lehramtsstudierende und Lehrkräfte wissenschaftliche und subjektive Theorien bei der Reflexion mediengestützter Unterrichtsszenarien? [Poster]. 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln, Februar 2019.
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Wekerle, Christina & Kollar, Ingo (2019). Using external scripts to enhance pre-service teachers' internal technology-related reasoning scripts. EARLI Conference, Aachen, Germany, August 2019.
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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. Lavoué, 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).
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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
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Wekerle, Christina & Kollar, Ingo (2018). Using scientific and subjective knowledge to analyze technology-supported teaching: a question of (technology-related) teaching expertise? [Poster]. Interdisciplinary Spring School REASON, Munich, March 2018.
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Wekerle, Christina & Kollar, Ingo (2018). Analyzing pre-and in-service teachers' technology-supported teaching scripts – an expert-novice comparison. EARLI SIG 11 Conference onTeaching and Teacher Education, Kristiansand, Norway, June 2018.
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Wekerle, Christina & Kollar, Ingo (2018). Effekte von mediendidaktischer Expertise auf die Medienunterrichtsskripts von Lehrkräften. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt, September 2018.
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Wekerle, Christina & Kollar, Ingo (2018). How do teachers reason about technology use in the classroom? Teachers' use of scientific and subjective theories and the effects of expertise. EARLI SIG 20/26 Conference on Inquiry Learning/Argumentation, Dialogue and Reasoning, Jerusalem, Israel, October 2018.
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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, & Hämäläinen, 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
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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
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Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2018). Regulation von Motivations- und Wissensproblemen in studentischen Lerngruppen. Sechste Tagung der Gesellschaft für Empirische Bildungsforschung, 15.-17. Februar 2018, Basel, Schweiz.
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Greisel, Martin, Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2018). Wie regulieren Gruppen ihr Lernen? Der Einfluss von Lern- und Performanzzielen auf self-, co- und socially shared-Regulationsstrategien. DGPs-Kongress 2018, Frankfurt am Main, Deutschland, 15.-20. September 2018.
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2018). Effekte der Nutzung digitaler Medien in der Hochschullehre: was sagen die Studierenden?. 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz, Februar 2018.
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Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2017). A script approach to the conceptualization of pre-service teachers' evidence-based reasoning. EARLI Conference, Tampere, Finland, August/September 2017.
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Wekerle, Christina & Kollar, Ingo (2017). Effekte von Lehrerexpertise auf den Einsatz von digitalen Medien im Unterricht – eine Skriptperspektive. Fachtagung Pädagogische Psychologie (PAEPSY), Münster, September 2017.
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Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2016). Analyse und Förderung evidenzorientierter Problemkonzeptualisierung zur Bewältigung pädagogischer Problemsituationen [Poster]. Tagung "Früher Bildungsdialog 2016 - Wissenschaftskommunikation zwischen Bildungsforschung und Schule", Bochum, November 2016.
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Wekerle, Christina & Kollar, Ingo (2016). Analyse und Förderung mediendidaktischer Kompetenzen von Lehrkräften [Poster]. "Früher Bildungsdialog 2016 - Wissenschaftskommunikation zwischen Bildungsforschung und Schule", Bochum, November 2016.
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Stegmann, Karsten, Kollar, Ingo, Zottmann, Jan, Gijlers, Hannie, De Jong, Ton, Dillenbourg, Pierre, Slotta, James D., & Fischer, Frank (2007). Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning. Clark A. Chinn, Gijsbert Erkens, Sadhana Puntambekar (Eds.), Proceedings of the 8th iternational conference on Computer supported collaborative learning - CSCL'07, New Brunswick, New Jersey, USA — July 16 - 21, 2007(pp. 831-832). Morristown, NJ: Association for Computational Linguistics. https://doi.org/10.3115/1599600.1599758
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