Peer feedback tools hold great potential for fostering learners' knowledge acquisition. However, there has been little research on how learners' goals impact their acceptance and use of such tools, and how these factors relate to their performance.

Computer-supported collaborative learning offers a great potential for enhancing students' knowledge acquisition. According to Fischer and colleagues' (2013) "Script Theory of Guidance," students' goals represent an important influence on their perceptions of collaboration, which in turn affects their actions within collaborative learning situations. However, there is currently little research that examines the impact of goal-related prompts in computer-supported collaborative learning processes.
 

Tugce Özbek, Martin Greisel, Christina Wekerle, Andreas Gegenfurtner, and Ingo Kollar conducted an empirical study to investigate how different goal-related prompts affect students' perceptions of collaboration and their knowledge acquisition. The article was published in the special issue "Digital Collaborative Learning in General, Higher, and Business Education" of the journal "Frontiers in Psychology" and can be accessed via the following link: https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2024.1410152/full

Great honor for Julia Hornstein: At the 17th International

Conference on Computer-Supported Collaborative Learning in Buffalo

(USA), she received the Outstanding Short Paper Award for her paper

"Supporting pre-service teachers' evidence-informed reasoning through

peer feedback: Effects of feedback provision and feedback integration

scaffolds" (co-authors: Martin Greisel & Ingo Kollar). Congratulations!

Digitalisierung nutzen, um die Lehre an Hochschulen zu verbessern: Dafür hat ein interdisziplinäres Team aus Forschenden und Lehrenden eine Reihe technologischer Innovationen entwickelt. Diese helfen den Studierenden, in ihrem jeweiligen Fach zentrale Kompetenzen zu erwerben – anhand videobasierter Fallbeispiele, durch strukturierte Gruppenarbeit, nützliches Feedback sowie den Einsatz von Künstlicher Intelligenz.

A warm welcome to Benjamin Kücherer!

 

We are pleased to announce that Ben Kücherer has recently joined our team! Ben will be focusing on strengthening the project "Fostering competence development through digital, authentic and feedback-based learning scenarios" which is funded by the Stiftung Innovation in der Hochschullehre.

Since October 1st, our team has grown: Julia Hornstein has started working in the KodiLL project. Her research focuses on the instructional design of peer feedback scenarios. We are looking forward to working with Julia in the next years!

Wir suchen ab 01.10.2023 wissenschaftsinteressierte Studierende (idealerweise Psychologie, Erziehungswissenschaften, Sozialwissenschaften, Lehramt, o.ä.), die sich idealerweise noch relativ am Anfang ihres Studiums befinden und uns bei unseren Forschungsprojekten und in der Lehre langfristig unterstützen wollen (z.B. 40h im Monat).

Digitale Medien können einen positiven Beitrag zum Umgang mit Diversität im Unterricht leisten. Eine wesentliche Rolle, um diese gewinnbringend einzusetzen, spielt dabei das mediendidaktische Wissen von Lehramtsstudierenden. Denn nur wenn die Entscheidung für den Einsatz digitaler Medien evidenzbasiert erfolgt und eine Verknüpfung von fachlichem, technologischem und pädagogischem Wissen gegeben ist, profitieren Lernende bestmöglich von den neuen Technologien.

What regulation strategies do study groups select during exam preparation, when they are confronted with motivational and comprehension-related problems during collaboration?

Pre-service teachers often struggle to apply scientific theories and evidence when analyzing and solving problematic classroom situations.