Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie (DE)
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Arbeitsgruppe Prof. Fischer

Preprints

Preprints

  • Kasneci, E., Sessler, K., Küchemann, S., Bannert, M., Dementieva, D., Fischer, F., Gasser, U., Groh, G., Günnemann, S., Hüllermeier, E., Krusche, S., Kutyniok, G., Michaeli, T., Nerdel, C., Pfeffer, J., Poquet, O., Sailer, M., Schmidt, A., Seidel, T., Stadler, M., Weller, J., Kuhn, J., & Kasneci, G. (2023). ChatGPT for good? On opportunities and challenges of large language models for education. Learning and Individual Differences, 103, Article 102274. https://doi.org/10.1016/j.lindif.2023.102274 [Preprint]
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In Druck / in press

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., Gurevych, I., & Fischer, F. (2023). Facilitating justification, disconfirmation, and transparency in diagnostic argumentation: Effects of automatic adaptive feedback in teacher education. Zeitschrift für Pädagogische Psychologie. Advance online publication. https://doi.org/10.1024/1010-0652/a000363
  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., Gurevych, I., & Fischer, F. (2023). Facilitating justification, disconfirmation, and transparency in diagnostic argumentation: Effects of automatic adaptive feedback in teacher education. Zeitschrift für Pädagogische Psychologie. Advance online publication. https://doi.org/10.1024/1010-0652/a000363
  • Chernikova, O., Holzberger, D., Heitzmann, N., Stadler, M., Seidel, T. & Fischer, F. (2023). Where salience goes beyond authenticity: A meta-analysis on simulation-based learning in higher education. Zeitschrift für Pädagogische Psychologie. Advance online publication.https://doi.org/10.1024/1010-0652/a000357 [Meta-analysis]
  • Machts, N., Chernikova, O., Jansen, T., Weidenbusch, M., Fischer, F., & Möller, J. (2023). Categorization of simulated diagnostic situations and the salience of diagnostic information. Zeitschrift für Pädagogische Psychologie: Conceptual framework. Advance online publication. https://doi.org/10.1024/1010-0652/a000364

Herausgeberschaften/ Editorial activities

  • Hofer, S., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations (Special issue synthesis article.). Computers in Human Behavior. Advance online publication. https://doi.org/10.1016/j.chb.2021.106789

Kapitel in Sammelbänden und Konferenz-Proceedings mit Peer Review

  • Sailer, M., Hense, J., Mandl, H., & Klevers, M. (in press). Fostering Development of Work Competencies and Motivation via Gamification. In M. Mulder & J. Winterton (Eds.), Competence-based vocational and professional education – Bridging the world of work and education. Springer.
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2024

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Vejvoda, J., Stadler, M., Schultz-Pernice, F., Glas, J., Fischer, F. & Sailer, M. (2024). Messung instrumenteller und kritisch-reflexiver Medienkompetenzen sowie medienbezogener Lehrkompetenzen von (angehenden) Lehrkräften. Entwicklung einer szenarienbasierten Kurzskala. MedienPädagogik, 57, 103-126. https://doi.org/10.21240/mpaed/57/2024.03.28.X
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2023

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Artmann, B., Scheibenzuber, C. & Nistor, N. (2023). Elementary school students’ information literacy: Instructional design and evaluation of a pilot training focused on misinformation. Journal of Media Literacy Education, 15(2), 31–43. https://doi.org/10.23860/JMLE-2023-15-2-3 [online]
  • Fendt, M., Nistor, N., Scheibenzuber, C., & Artmann, B. (2023). Sourcing against misinformation: Effects of a scalable lateral reading training based on cognitive apprenticeship. Computers in Human Behavior, Article 107820. https://doi.org/10.1016/j.chb.2023.107820 [Preprint]
  • Fink, M. C., Heitzmann, N., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M. R. (2023). Diagnosing virtual patients: The interplay between knowledge and diagnostic activities. Advances in Health Sciences Educucation, 28(1), Article 101007. https://doi.org/10.1007/s10459-023-10211-4
  • Jong, T. d., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review, 39, Article 100536. https://doi.org/10.1016/j.edurev.2023.100536
  • Kastorff, T., Sailer, M., Vejvoda, J., Schultz-Pernice, F., Hartmann, V., Hertl, A., Berger, S., & Stegmann, K. (2022). Context-specificity to reduce bias in self-assessments: Comparing teachers’ scenario-based self-assessment and objective assessment of technological knowledge. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2022.2062498
  • Richters, C., Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2023). Who is on the right track? Behavior-based prediction of diagnostic success in a collaborative diagnostic reasoning simulation. Large-Scale Assessments in Education, 11, Article 3. https://doi.org/10.1186/s40536-023-00151-1
  • Scheibenzuber, C., Neagu, L. M., Ruseti, S., Artmann, B., Bartsch, C., Kubik, M., Dascalu, M., Trausan-Matu, S., & Nistor, N. (2023). Dialog in the echo chamber: Fake news framing predicts emotion, argumentation and dialogic social knowledge building in subsequent online discussions. Computers in Human Behavior, 140, Article 107587. https://doi.org/10.1016/j.chb.2022.107587
  • Timothy, V., Fischer, F., Watzka, B., Girwidz, R., & Stadler, M. (2023). Applying cognitive load theory in teacher education: An experimental validation of the scale by Leppink et al. Psychological Test Adaptation and Development, 4, 246-256. https://doi.org/10.1027/2698-1866/a000052 [PDF]
  • Vejvoda, J., Stadler, M., Schultz-Pernice, F., Fischer, F. & Sailer, M. (2023). Getting ready for teaching with digital technologies: Scenario-based self-assessment in teacher education and professional development. Unterrichtswissenschaft, 51, 511-532. https://doi.org/10.1007/s42010-023-00186-x.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Artmann, B., Scheibenzuber, C., Fendt, M., & Nistor, N. (2023). Lateral reading against misinformation: The cognitive processing level mediates the intervention effect on the news credibility assessment performance. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Eds.), Responsive and sustainable educational futures 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023 (pp. 531–535), Proceedings. Springer. https://doi.org/10.1007/978-3-031-42682-7_37 
  • Esterl, N., Berger, S., & Nistor, N. (2023). Digitally supported learning processes in schools: Teachers’ implicit theories on learning activities with technology. In O. Viberg, I. Jivet, P. J. Muñoz-Merino, M. Perifanou, & T. Papathoma (Eds.), Responsive and sustainable educational futures 18th European Conference on Technology Enhanced Learning, EC-TEL 2023, Aveiro, Portugal, September 4–8, 2023 (pp. 548–553), Proceedings. Springer. https://doi.org/10.1007/978-3-031-42682-7_37 
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2022

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bauer, E., Heitzmann, N., & Fischer, F. (2022). Simulation-based learning in higher education and professional training: Approximations of practice through representational scaffolding. Studies in Educational Evaluation, 75, Article 101213. https://doi.org/10.1016/j.stueduc.2022.101213
  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2022). Diagnostic argumentation in teacher education: Making the case for justification, disconfirmation, and transparency. Frontiers in Education, 7, Article 977631. https://doi.org/10.3389/feduc.2022.977631
  • Berner, V. D., Segerer, R., Oesterlen, E., Seitz-Stein, K., & Niklas, F. (2022). “Good” or “well calculated”? Effects of feedback on performance and self-concept of 5- to 7-year-old children in math. Educational Psychology, 42(3), 296-315. https://doi.org/10.1080/01443410.2021.2001790
  • Berndt, M., Strijbos, J. W., & Fischer, F. (2022). Impact of sender and peer-feedback characteristics on performance, cognitive load, and mindful cognitive processing. Studies in Educational Evaluation, 75, Article 101197. https://doi.org/10.1016/j.stueduc.2022.101197
  • Bichler, S., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2022). Learning to solve ill-defined statistics problems: does self-explanation quality mediate the worked example effect? Instructional Science, 50, 335–359 (2022). https://doi.org/10.1007/s11251-022-09579-4
  • Birtwistle, E., Schoedel, R., Bemmann, F., Wirth, A., Sürig, C., Stachl, C., Bühner, M., & Niklas, F. (2022). Mobile sensing in psychological and educational research: Examples from two application fields. International Journal of Testing, 22(3-4), 264-288. https://doi.org/10.1080/15305058.2022.2036160
  • Engelmann, K., Hetmanek, A., Neuhaus, B. J., & Fischer, F. (2022). Testing an intervention of different learning activities to support students’ critical appraisal of scientific literature. Frontiers in Education, 7, Article 977788. https://doi.org/10.3389/feduc.2022.977788
  • Esterl, N., Berger, S., & Nistor, N. (2022). Digitaler Unterricht an Schulen vor und während des Corona-Lockdowns. Erfahrungen von Lehrkräften bei der Wahl ihrer Lehrstrategien. Ludwigsburger Beiträge zur Medienpädagogik, 22. https://www.medienpaed-ludwigsburg.de/article/view/434/460
  • Fischer, F., Bauer, E., Seidel, T., Schmidmaier, R., Radkowitsch, A., Neuhaus, B. J., Hofer, S. I., Sommerhoff, D., Ufer, S., Kuhn, J., Küchemann, S., Sailer, M., Koenen, J., Gartmeier, M., Berberat, P., Frenzel, A., Heitzmann, N., Holzberger, D., Pfeffer, J., Lewalter, D., Niklas, F., Schmidt-Hertha, B., Gollwitzer, M., Vorholzer, A., Chernikova, O., Schons, C., Pickal, A. J., Bannert, M., Michaeli, T., Stadler, M., & Fischer, M. R. (2022). Representational scaffolding in digital simulations – learning professional practices in higher education. Information and Learning Sciences, 123(11/12), 645-665. https://doi.org/10.1108/ILS-06-2022-0076
  • González Bravo, L., Nistor, N., Castro Ramírez, B., Gutiérrez Soto, I., Varas Contreras, M., Núñez Vives, M., & Maldonado Robles, P. (2022). Higher education managers’ perspectives on quality management and technology acceptance: A tale of elders, mediators, and working bees in times of Covid-19. Computers in Human Behavior, 131, Article 107236. https://doi.org/10.1016/j.chb.2022.107236
  • Heitzmann, N., Stadler, M., Richters, C., Radkowitsch, A., Schmidmaier, R., Weidenbusch, M., & Fischer, M. R. (2022). Learners’ adjustment strategies following impasses in simulations — Effects of prior knowledge. Learning and Instruction, Article 101632. https://doi.org/10.1016/j.learninstruc.2022.101632
  • Kastorff, T., Sailer, M., Vejvoda, J., Schultz-Pernice, F., Hartmann, V., Hertl, A., Berger, S., & Stegmann, K. (2022). Context-specificity to reduce bias in self-assessments: Comparing teachers’ scenario-based self-assessment and objective assessment of technological knowledge. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2022.2062498
  • Kiesewetter, J., Hege, I., Sailer, M., Bauer, E., Schulz, C., Platz, M., & Adler, M. (2022). A usability study for implementing remote collaboration in a virtual patient platform. JMIR Medical Education, 8(3), Article e24306. https://doi.org/10.2196/24306
  • Krieger, F., Stadler, M., Bühner, M., Fischer, F., & Greiff, S. (2021). Assessing complex problem-solving skills in under 20 minutes. Psychological Test Adaptation and Development. https://doi.org/10.1027/2698-1866/a000009
  • Mharapara, T. L., Cooper-Thomas, H. D., Stadler, M., & Hutchison, A. (2022). Comparing models of follower outcomes: destructive and constructive leader behavior. Leadership & Organization Development Journal, 43(7), 1140–1155. https://doi.org/10.1108/LODJ-10-2021-0488
  • Mharapara, T. L., Staniland, N., Stadler, M., Clemons, J. H., & Dixon, L. (2022). Drivers of job satisfaction in midwifery - a work design approach. Women and Birth, 35(4), e348-e355. https://doi.org/10.1016/j.wombi.2021.07.004
  • Mues, A., Wirth, A., Birtwistle, E., & Niklas, F. (2022). Associations between children’s numeracy competencies, mothers’ and fathers’ mathematical beliefs, and numeracy activities at home. Frontiers in Psychology, 13, Article 835433. https://doi.org/10.3389/fpsyg.2022.835433
  • Ninaus, M. & Sailer, M. (2022). Closing the loop – The human role in artificial intelligence for education. Frontiers in Psychology, 13, Article 956798. https://doi.org/10.3389/fpsyg.2022.956798 
  • Ninaus, M. & Sailer, M. (2022). Zwischen Mensch und Maschine: Künstliche Intelligenz zur Förderung von Lernprozessen. Lernen und Lernstörungen, 11(4), 213–224. https://doi.org/10.1024/2235-0977/a000386 
  • Nicolay, B., Krieger, F., Stadler, M., Vainikainen, M.-P., Lindner, M. A., Hansen, A., & Greiff, S. (2022). Examining the development of metacognitive strategy knowledge and its link to strategy application in complex problem solving – a longitudinal analysis. Metacognition and Learning, 17(3), 837–854. https://doi.org/10.1007/s11409-022-09324-9
  • Niedermeier, S., Sailer, M., Remböck, L., & Stadler, M. (2022). Ich packe meinen Koffer: Unterlagen und Performanz bei Open-Book-Klausuren. Zeitschrift für Hochschulentwicklung, 17(1), 157-177. https://doi.org/10.3217/zfhe-17-01/10 
  • Sailer, M., Bauer, E., Hofmann, R., Kiesewetter, J., Glas, J., Gurevych, I., & Fischer, F. (2022). Adaptive feedback from artificial neural networks facilitates pre-service teachers’ diagnostic reasoning in simulation-based learning. Learning and Instruction, 83, Article 101620. https://doi.org/10.1016/j.learninstruc.2022.101620
  • Sailer, M., Stadler, M., Botes, E., Fischer, F., & Greiff, S. (2022). Science knowledge and trust in medicine affect individuals’ behavior in pandemic crises. European Journal of Psychology of Education, 37, 279-292. https://doi.org/10.1007/s10212-021-00529-1
  • Schons, C., Obersteiner, A., Reinhold, F., Fischer, F., & Reiss, K. (2022). Developing a simulation to foster prospective mathematics teachers’ diagnostic competencies: The effects of scaffolding. Journal für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00210-0
  • Stegmann, K., Kastorff, T., Poluektova, I., Berger, S., Kosiol, T., Reith, S., Förtsch, C., Rutkowski, A., Mohr, M., Lindermayer, C., Aufleger, M., Traub, D., Haldenwang, V., Ufer, S., Neuhaus, B., Bannert,, M., Oechslein, K., Lindner, M., Nerdel, C., Fischer, F., & Gräsel, C. (2022). Digitaler Wandel des Schulunterrichts durch professionelle Lerngemeinschaften. Der Einsatz von Multiplikatoren zur Etablierung von Lerngemeinschaften. MedienPädagogik, 49, 251-271. https://doi.org/10.21240/mpaed/49/2022.07.01.X
  • Timothy, V., Watzka, B., Stadler, M., Girwidz, R., & Fischer, F. (2022). Fostering preservice teachers’ diagnostic competence in identifying students’ misconceptions in physics. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10311-4
  • Wirth, A., Ehmig, S., & Niklas, F. (2022). The role of the home literacy environment for children's linguistic and socioemotional competencies development in the early years. Social Development, 31(2), 372-387. https://doi.org/10.1111/sode.12550
  • Wirth, A., Stadler, M., Birtwistle, E., & Niklas, F. (2022). New directions in the conceptualization and operationalization of the home learning environment. Journal of Educational Psychology, 115(1), 160–172. https://doi.org/10.1037/edu0000749
  • Vogel, F., Kollar, I., Fischer, F., Reiss, K., & Ufer, S. (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

Monographien/ Books

Herausgeberschaften/ Editorial activities

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Gurevych, I., Fischer, M.R., & Fischer, F. (2022). Learning to diagnose students’ behavioral, developmental and learning disorders in a simulation-based learning environment for pre-service teachers. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 97-107). Springer. https://doi.org/10.1007/978-3-030-89147-3_8
  • Chernikova, O., Heitzmann, N., Opitz, A., Seidel, T., & Fischer, F. (2022). A theoretical framework for fostering diagnostic competences with simulations in higher education. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 5-16). Springer. https://doi.org/10.1007/978-3-030-89147-3_2
  • Esterl, N., Berger, S., & Nistor, N. (2022). Digital media in schools during the Covid-19 lockdown: Teachers’ experiences with choosing teaching strategies. In I. Hilliger, P. J. Muñoz-Merino, T. De Laet, A. Ortega-Arranz, T. Farrell (Eds.), Educating for a new future: Making sense of technology-enhanced learning adoption. 17th European Conference on Technology Enhanced Learning, EC-TEL 2022, Toulouse, France, September 12–16, 2022, Proceedings. LNCS, vol. 13450 (pp. 507–513). Springer.
  • Fink, M.C., Reitmeier, V., Siebeck, M., Fischer, F., & Fischer, M.R. (2022). Live and video simulations of medical history-taking: Theoretical background, design, development, and validation of a learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 109-122). Springer. https://doi.org/10.1007/978-3-030-89147-3_9
  • Fischer, F., Chernikova, O., & Opitz, A. (2022). Learning to diagnose with simulations: Introduction. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 1-4). Springer. https://doi.org/10.1007/978-3-030-89147-3_1
  • Opitz, A., Fischer, M.R., Seidel, T., Fischer, F. (2022). Conclusions and outlook: toward more systematic research on the use of simulations in higher education. In F. Fischer & A. Opitz (Eds.), Learning to diagnose with simulations (pp. 143-149). Springer. https://doi.org/10.1007/978-3-030-89147-3_11
  • Radkowitsch, A., Sailer, M., Fischer, M.R., Schmidmaier, R., & Fischer, F. (2022). Diagnosing collaboratively: A theoretical model and a simulation-based learning environment. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 123-141). Springer. https://doi.org/10.1007/978-3-030-89147-3_10
  • Schultz-Pernice, F. (2022). 'Widerstand' und 'Verdrängung': Beziehungsprobleme von Literaturdidaktik und Literaturwissenschaft, ihre Voraussetzungen und Ansätze zu ihrer produktiven Bearbeitung. In S. Bernhardt & T. Hardtke (Eds.), Literatur - Medien - Didaktik: Vol. 1. Interpretation - Literaturdidaktische Perspektiven (pp. 53–70). Frank & Timme.
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2022). Learning to diagnose primary students’ mathematical competence levels and misconceptions in document-based Simulations. In F. Fischer, & A. Opitz (Eds.), Learning to diagnose with simulations - Examples from teacher education and medical education (pp. 17-31). Springer. https://doi.org/10.1007/978-3-030-89147-3_3

Forschungs-Praxis-Transfer/ Dissemination

  • Schultz-Pernice, F., Becker, S., Berger, S., Ploch, N., Radkowitsch, A., Vejvoda, J., & Fischer, F. (2022). Digitales Lehren und Lernen an der Hochschule: Erkenntnisse aus der empirischen Lehr-Lernforschung: Teil 2: Betreuung, Begleitung und Unterstützung digital gestützten Lernens - Herausforderungen und Chancen für innovative Hochschullehre. Lehrerbildung@LMU, 2(1), 36–52.
  • Vejvoda, J., Schultz-Pernice, F., Graf, M., Lohr, A., Heitzmann, N., Fischer, F., & Sailer, M. (2022). Kurs halten, Fahrt aufnehmen. Bayerns Schulen auf dem Weg ins digitale Zeitalter. SchulVerwaltung Bayern, 45(1), 7-10.
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2021

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Berndt, M., Schmidt, F. M., Sailer, M., Fischer, F., Fischer, M. R., & Zottmann, J. M. (2021). Investigating statistical literacy and scientific reasoning & argumentation in medical-, social sciences-, and economics students. Learning and Individual Differences, 86, Article 101963. https://doi.org/10.1016/j.lindif.2020.101963
  • Brandl, L., Richters, C., Radkowitsch, A., Obersteiner, A., Fischer, M.-R., Schmidmaier, R., Fischer, F., & Stadler, M. (2021). Simulation-based learning of complex skills: Predicting performance with theoretically derived process features. Psychological Test and Assessment Modeling, 63(4), 542-560. [online]
  • Eberle, J., & Hobrecht, J. (2021). The lonely struggle with autonomy: A case study of first-year university students’ experiences during emergency online teaching. Computers in Human Behavior, 121, Article 106804. https://doi.org/10.1016/j.chb.2021.106804
  • Eberle, J., Stegmann, K., Barrat, A., Fischer, F., & Lund, K. (2021). Initiating scientific collaborations across career levels and disciplines – a network analysis on behavioral data. International Journal of Computer-Supported Collaborative Learning, 16, 151-184. https://doi.org/10.1007/s11412-021-09345-7
  • Fink, M. C., Heitzmann, N., Siebeck, M., Fischer, F., & Fischer, M. R. (2021). Learning to diagnose accurately through virtual patients: Do reflection phases have an added benefit? BMC Medical Education, 21(1), 1-11. https://doi.org/10.1186/s12909-021-02937-9
  • Fink, M.C., Radkowitsch, A., Bauer, E., Sailer, M., Kiesewetter, J., Schmidmaier, R., Siebeck, M., Fischer, F., & Fischer, M.R. (2021). Simulation research and design: a dual-level framework for multi-project research programs. Education Technology Research and Development, 69(2), 809–841. https://doi.org/10.1007/s11423-020-09876-0
  • Fischer, F. (2021). Some reasons why evidence from educational research is not particularly popular among (pre-service) teachers: A discussion. Zeitschrift für Pädagogische Psychologie. https://doi.org/10.1024/1010-0652/a000311
  • Heitzmann, N., Opitz, A., Stadler, M., Sommerhoff, D., Fink, M. C., Obersteiner, A., Schmidmaier, R., Neuhaus, B. J., Ufer, S., Seidel, T., Fischer, M. R., & Fischer, F. (2021). Cross-disciplinary research on learning and instruction – coming to terms. Frontiers in Psychology, 11, Article 562658. https://doi.org/10.3389/fpsyg.2021.562658
  • Hofer, S., Nistor, N., & Scheibenzuber, C. (2021). Online teaching and learning in higher education: Lessons learned in crisis situations. Computers in Human Behavior, 121, Article 106789. https://doi.org/10.1016/j.chb.2021.106789
  • Kumpf, U., Stadler, M., Plewnia, C., Bajbouj, M., Langguth, B., Zwanzger, P., Normann, C., Keeser, D., Schellhorn, K., Egert-Schwender, S., Berkes, S., Palm, U., Hasan, A., & Padberg, F. (2021). Transcranial direct current stimulation (tDCS) for major depression – interim analysis of cloud supervised technical data from the DepressionDC trial. Brain Stimulation, 14(5), 1234–1237. https://doi.org/10.1016/j.brs.2021.08.005
  • Krieger, F., Stadler, M., Bühner, M., Fischer, F., & Greiff, S. (2021). Assessing complex problem-solving skills in under 20 minutes. Psychological Test Adaptation and Development, 2, 80-92. https://doi.org/10.1027/2698-1866/a000009
  • Lohr, A., Stadler, M., Schultz-Pernice, F., Chernikova, O., Sailer, M., Fischer, F., & Sailer, M. (2021). On powerpointers, clickerers, and digital pros: Investigating the initiation of digital learning activities by teachers in higher education. Computers in Human Behavior, 119, Article 106715. https://doi.org/10.1016/j.chb.2021.106715
  • Nicolay, B., Krieger, F., Stadler, M., Gobert, J., & Greiff, S. (2021). Lost in transition – Learning analytics on the transfer from knowledge acquisition to knowledge application in complex problem solving. Computers in Human Behavior, 115, Article 106594. https://doi.org/10.1016/j.chb.2020.106594
  • Opitz, A., Heene, M., & Fischer, F. (2021). Using differential item functioning to analyze the domain generality of a common scientific reasoning test. European Journal of Psychological Assessment, Article 000662. https://doi.org/10.1027/1015-5759/a000662
  • Radkowitsch, A., Sailer, M., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2021). Learning to diagnose collaboratively-effects of adaptive collaboration scripts in agent-based medical simulations. Learning and Instruction, 75, Article 101487.https://doi.org/10.1016/j.learninstruc.2021.101487Sailer, M. & Sailer, M. (2021). Gamification of in‐class activities in flipped classroom lectures. British Journal of Educational Technology, 52(1), 75-90. https://doi.org/10.1111/bjet.12948
  • Sailer, M., Murböck, J., & Fischer, F. (2021). Digital learning in schools: What does it take beyond digital technology? Teaching and Teacher Education, 103, Article 103346. https://doi.org/10.1016/j.tate.2021.103346

  • Sailer, M., Schultz-Pernice, F., & Fischer, F. (2021). Contextual facilitators for learning activities involving technology in higher education: The C♭-model. Computers in Human Behavior, 121, Article 106794. https://doi.org/10.1016/j.chb.2021.106794
  • Sailer, M., Stadler, M., Schultz-Pernice, F., Franke, U., Schöffmann, C., Paniotova, V., Husagic, L., & Fischer, F. (2021). Technology-related teaching skills and attitudes: Validation of a scenario-based self-assessment instrument for teachers. Computers in Human Behavior, 115, Article 106625. https://doi.org/10.1016/j.chb.2020.106625
  • Scheibenzuber, C., Hofer, S., & Nistor, N. (2021). Designing for fake news literacy training: A problem-based undergraduate online-course. Computers in Human Behavior, 121, Article 106796. https://doi.org/10.1016/j.chb.2021.106796
  • Seufert, S., Guggemos, J., & Sailer, M. (2021). Technology-related knowledge, skills, and attitudes of pre-and in-service teachers: The current situation and emerging trends. Computers in Human Behavior, 115, Article 106552. https://doi.org/10.1016/j.chb.2020.106552
  • Stadler, M., Graesser, A., & Fischer, F. (2021). Transdisciplinary research on learning and teaching: Chances and challenges. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2021.696219
  • Stadler, M., Iliescu, D., & Greiff, S. (2021). Validly authentic: Some recommendations to researchers using simulations in psychological assessment. European Journal of Psychological Assessment, 37(6), 419-422. https://doi.org/10.1027/1015-5759/a000686
  • Stadler, M., Kemper, C. J., & Greiff, S. (2021). Assessing subjective university success with the Subjective Academic Achievement Scale (SAAS). The European Educational Researcher, 4(1), 283-290. https://doi.org/10.31757/euer.431
  • Stadler, M., Kolb, N., & Sailer, M (2021). The right amount of pressure: Implementing time pressure in online exams. Distance Education, 42(1), 1–12. https://doi.org/10.1080/01587919.2021.1911629
  • Stadler, M., Sailer, M., & Fischer, F. (2021). Knowledge as a formative construct: A good alpha is not always better. New Ideas in Psychology, 60, Article 100832. https://doi.org/10.1016/j.newideapsych.2020.100832
  • Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Reiss, K., & Fischer, F. (2021). Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen? Innovations in Education and Teaching International, 58(5), 512-521. https://doi.org/10.1080/14703297.2021.1961098

Herausgeberschaften/ Editorial activities

  • Scheibenzuber, C., Isik, D., Krasniqi, N., & Nistor, N. (2021). Fake news literacy: Intuitive vs. analytic processing. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International collaboration toward educational innovation for all: Overarching research, development, and practices. ICLS proceedings. 16th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 2110–2111). International Society of the Learning Sciences.
  • Scheibenzuber, C., Neagu, L. M., Ruseti, S., Artmann, B., Bartsch, C., Kubik, M., Dascalu, M., Trausan-Matu, S., & Nistor, N. (2021). Fake news framing, emotion, argumentation, and dialogic social knowledge building in online discussions: An exploration including natural language processing data. In A. Weinberger, W. Chen, D. Hernández-Leo, & B. Chen. (Eds.), International collaboration toward educational innovation for all: Overarching research, development, and practices. CSCL proceedings. 15th International Conference on Computer-Supported Collaborative Learning (CSCL) 2022 (pp. 415–418). International Society of the Learning Sciences.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bauer, E., Sailer, M., Kiesewetter, J., Fischer, M. R., & Fischer, F. (2021). Pre-service teachers’ argumentations in the context of assessment. In E. de Vries, Y. Hod, & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 669-672). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.669
  • Heitzmann, N., Stadler, M., Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2021). Learners’ adjustment strategies following impasses in medical simulations - effects of prior knowledge. In E. de Vries, Y. Hod, & Ahn, J. (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 987-988). International Society of the Learning Sciences. https://doi.org/10.22318/icls2021.987
  • Kaiser, M., Lerche, T., & Nistor, N. (2021). Designing online teaching for equitable distribution of student engagement in collaborative small groups: The effects of group Building and reciprocal feedback. In C. E. Hmelo-Silver, B. De Wever, & J. Oshima (Eds.), Reflecting the past and embracing the future. Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning - CSCL 2021 (pp. 217-220). International Society of the Learning Sciences.
  • Kimmerle J., Fischer F., & Cress U. (2021) Argumentation and Knowledge Construction. In U. Cress, C. Rosé, A. F. Wise & J. Oshima (Eds), International handbook of computer-supported collaborative learning. Computer-supported collaborative learning series (19th ed., pp. 183-198). Springer. https://doi.org/10.1007/978-3-030-65291-3_10
  • Scheibenzuber, C., Fendt, M., & Nistor, N. (2021). Harnessing student creativity to design fake news literacy training: An overview of twelve graduate student projects. In T. De Laet, R. Klemke, C. Alario-Hoyos, I. Hilliger, & A. Ortega-Arranz (Eds.), Technology-enhanced learning for a free, safe, and sustainable world. 16th European Conference on Technology Enhanced Learning, EC-TEL 2021, Bolzano, Italy, September 20-24, 2021. Proceedings (pp. 235-244). Springer.
  • Tolks, D., & Sailer, M. (2021). Gamification als didaktisches Mittel in der Hochschulbildung. In Hochschulforum Digitalisierung (Ed.), Digitalisierung in Studium und Lehre gemeinsam gestalten. Springer. https://doi.org/10.1007/978-3-658-32849-8_29 
  • Vogel, F., Weinberger, A., & Fischer, F. (2021). Collaboration scripts: Guiding, internalizing, and adapting. In U. Cress, C. Rosé, A.F. Wise, & J. Oshima (Eds), International handbook of computer-supported collaborative learning. Computer-supported collaborative learning series (19th ed., pp. 335-352). Springer. https://doi.org/10.1007/978-3-030-65291-3_18

Forschungs-Praxis-Transfer/ Dissemination

  • Debold, C., Esterl, N., Moser, S., & Nistor, N. (2021). Plötzlich E-Teacher – Unterricht im Zeichen der Pandemie. Zum Notfall Fernunterricht an Münchner Schulen. merz – medien + erziehung, Zeitschrift für Medienpädagogik, 2021(1). https://www.merz-zeitschrift.de/fileadmin/user_upload/merz/PDFs/merz_21-1_Debold_et_al.pdf
  • Schultz-Pernice, F., Becker, S., Berger, S., Ploch, N., Radkowitsch, A., Vejvoda, J., & Fischer, F. (2021). Digitales Lehren und Lernen an der Hochschule: Erkenntnisse aus der empirischen Lehr-Lernforschung. Lehrerbildung@LMU, 1(2), 35–51. https://doi.org/10.5282/LB/23
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2020

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bauer, E., Fischer, F., Kiesewetter, J., Shaffer, D. W., Fischer, M. R., Zottmann, J. M., & Sailer, M. (2020). Diagnostic activities and diagnostic practices in medical education and teacher education: an interdisciplinary comparison. Frontiers in Psychology, 11, Article 562665. https://doi.org/10.3389/fpsyg.2020.562665
  • Bichler, S., Schwaighofer, M., Stadler, M., Bühner, M., Greiff, S., & Fischer, F. (2020). How working memory capacity and shifting matter for learning with worked examples—A replication study. Journal of Educational Psychology, 112(7), 1320–1337. https://doi.org/10.1037/edu0000433 [Preregistered Study]
  • Chernikova, O., Heitzmann, N., Stadler, M., Holzberger, D., Seidel, T., & Fischer, F. (2020). Simulation-based learning in higher education: a meta-analysis. Review of Educational Research, 90(4), 499-541. https://doi.org/10.3102/0034654320933544 [Meta-analysis]
  • Cooper-Thomas, H. D., Stadler, M., Park, J. H., Chen, J., Au, A. K. C., Tan, K. W. T., Paterson, N. J., & Tansley, S. (2020). The newcomer understanding and integration scale: Psychometric evidence across six samples. Journal of Business and Psychology, 35(4), 435–454. https://doi.org/10.1007/s10869-019-09636-9
  • Csanadi, A., Kollar, I., & Fischer, F. (2020). Pre-service teachers' evidence-based reasoning during pedagogical problem-solving: better together? European Journal of Psychology of Education, 36, 1-22. https://doi.org/10.1007/s10212-020-00467-4
  • Fischer, F., Stegmann, K., & Tippelt, R. (2020). Digitale Medien und schulisches Lernen: Forschungs- und Gestaltungsaufgaben für Bildungsforschung und Pädagogik. Einleitung in den Thementeil. Zeitschrift für Pädagogik, 66(2), 155-158. https://doi.org/10.3262/ZP2002155
  • Georgiou,D., Mok, S.Y., Fischer, F., Vermunt, J.D., & Seidel, T. (2020). Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge. Frontiers in Education, 5, Article 559192. https://doi.org/10.3389/feduc.2020.559192
  • González Bravo, L., Fernández Sagredo, M., Torres Martínez, P., Barrios Penna, C., Fonseca Molina, J., Stanciu, I. D., & Nistor, N. (2020). Psychometric analysis of a measure of acceptance of new technologies (UTAUT), applied to the use of haptic virtual simulators in dental students. European Journal of Dental Education, 24(4), 706-714. https://doi.org/10.1111/eje.12559
  • Gonzáles Bravo, L., Nistor, N., & Castro Ramírez, B. (2020). Narrating in grey: An application to educational management information systems and accountability. Information Development, 37(1), 58–71. https://doi.org/10.1177/0266666919894725
  • González Bravo, L., Stanciu, D., Nistor, N., Castro, B., Puentes, G., & Valdivia, M. (2020). Perceptions about accreditation and quality management in higher education. Development of a Spanish-language questionnaire with a sample of academics from a private university. Calidád en la educación [Quality in Education], 53, 321-363. https://www.calidadenlaeducacion.cl/index.php/rce/article/view/860/639
  • Herborn, K., Stadler, M., Mustafić, M., & Greiff, S. (2020). The assessment of collaborative problem solving in PISA 2015: Can computer agents replace humans?. Computers in Human Behavior, Article 105624. https://doi.org/10.1016/j.chb.2018.07.035
  • Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: A context-specific meta-analysis. Computers & Education, 153, Article 103897. https://doi.org/10.1016/j.compedu.2020.103897
  • Hofer, S. I., Holzberger, D., & Reiss, K. (2020). Evaluating school inspection effectiveness: A systematic research synthesis on 30 years of international research. Studies in Educational Evaluation, Article 100864. https://doi.org/10.1016/j.stueduc.2020.100864
  • Kiesewetter, J., Sailer, M., Jung, V. M., Schönberger, R., Bauer, E., Zottmann, J. M., Hege, I., Zimmermann, H., Fischer, F., & Fischer, M. R. (2020). Learning clinical reasoning: how virtual patient case format and prior knowledge interact. BMC Medical Education, 20(1), 1-10. https://doi.org/10.1186/s12909-020-1987-y
  • Kotzebue, L. v., Franke, U., Schultz-Pernice, F., Aufleger, M., Neuhaus, B., & Fischer, F. (2020). Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalisierten Welt: Veranschaulichung des Rahmenmodells am Beispiel einer Unterrichtseinheit aus der Biologie. Zeitschrift für Didaktik der Biologie (ZDB) - Biologie Lehren und Lernen, 24, 29–47. https://doi.org/10.4119/zdb-1735
  • Nistor, N., Dascălu, M., Tarnai, C., & Trăușan-Matu, S. (2020). Predicting newcomer integration in online learning communities: Automated dialog assessment in blogger communities. Computers in Human Behavior, 105, Article 106202. https://doi.org/10.1016/j.chb.2019.106202
  • Nistor, N., Dascălu, M., & Trăușan-Matu, S. (2020). Joining informal learning in online knowledge communities and formal learning in higher education: Instructional design and evaluation of a blended-learning seminar with learning analytics support. International Journal of Interaction Design & Architecture(s), 43, 110-127. http://www.mifav.uniroma2.it/inevent/events/idea2010/doc/43_6.pdf
  • Osterhaus, C., Putnick, D. L., Kristen-Antonow, S., Kloo, D., Bornstein, M. H., & Sodian, B. (2020). Theory of Mind and diverse intelligences in 4-year-olds: Modeling associations of false beliefs with children’s numerate-spatial, verbal, and social intelligence. British Journal of Developmental Psychology, 38(4), 580-593. https://doi.org/10.1111/bjdp.12336
  • Osterhaus, C., Koerber, S., & Sodian, B. (2020). The Science-P Reasoning Inventory (SPR-I): Measuring emerging scientific-reasoning skills in primary school. International Journal of Science Education, 42(7), 1087-1107. https://doi.org/10.1080/09500693.2020.1748251
  • Radkowitsch, A., Vogel, F., & Fischer, F. (2020). Good for learning, bad for motivation? A meta-analysis on the effects of computer-supported collaboration scripts. International Journal of Computer-Supported Collaborative Learning, 15(1), 5-47. https://doi.org/10.1007/s11412-020-09316-4 [Meta-analysis]
  • Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77-112. https://doi.org/10.1007/s10648-019-09498-w [Meta-analysis]
  • Stadler, M., Herborn, K., Mustafić, M., & Greiff, S. (2020). The assessment of collaborative problem solving in PISA 2015: An investigation of the validity of the PISA 2015 CPS tasks. Computers & Education, 157, Article 103964. https://doi.org/10.1016/j.compedu.2020.103964
  • Stadler, M., Hofer, S., & Greiff, S. (2020). First among equals: Log data indicates ability differences despite equal scores. Computers in Human Behavior, 111, Article 106442. https://doi.org/10.1016/j.chb.2020.106442
  • Stadler, M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., & Fischer, F. (2020). Take your time: Invariance of time-on-task in problem solving tasks across expertise levels. Psychological Test and Assessment Modeling, 65(4), 517–525. [online]
  • Stegmann, K. (2020). Effekte digitalen Lernens auf den Wissens- und Kompetenzerwerb in der Schule: Eine Integration metaanalytischer Befunde. Zeitschrift für Pädagogik, 66(2), 174-190. [Meta-analysis]
  • Tolks, D., Lampert, C., Dadaczynski, K., Maslon, E., Paulus, P., & Sailer, M. (2020). Game-based approaches to prevention and health promotion: serious games and gamification. Bundesgesundheitsblatt-Gesundheitsforschung-Gesundheitsschutz, 63, 698-707. https://doi.org/10.1007/s00103-020-03156-1
  • Wildgans-Lang, A., Scheuerer, S., Obersteiner, A., Fischer, F., & Reiss, K. (2020). Analyzing prospective mathematics teachers’ diagnostic processes in a simulated environment. ZDM Mathematics Education, 52, 241–254. https://doi.org/10.1007/s11858-020-01139-9

Herausgeberschaften/ Editorial activities

  • Fischer, F., Stegmann, K., & Tippelt, R. (2020). Digitale Medien und schulisches Lernen: Forschungs- und Gestaltungsaufgaben für Bildungsforschung und Pädagogik. Einleitung in den Thementeil. Zeitschrift für Pädagogik, 66(2), 155-158. https://doi.org/10.3262/ZP2002155

Forschungs-Praxis-Transfer/ Dissemination

  • Schultz-Pernice, F. (2020). Erzählungen für eine Bildung, die an der Zeit ist: Darstellung und Gestaltung von Zeit in narrativen Texten des Anthropozäns. merz, 64(4), 27–35.

Monographien/ Books

  • Lohr, A., Sailer, M., Schultz-Pernice, F., Vejvoda, J., Murböck, J., Heitzmann, N., Giap, S., & Fischer, F. (2021). Digitale Bildung an bayerischen Schulen vor und während der Corona-Pandemie. vbw. [online]

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Nistor, N. (2020). Akzeptanz von Bildungstechnologien. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (S. 535-546). Springer. https://doi.org/10.1007/978-3-662-54373-3_46-1
  • Radkowitsch, A., Fischer, M. R., Schmidmaier, R., & Fischer, F. (2020). Facilitating collaborative diagnosing in medicine with a simulation: Effects of adaptive and static information sharing scripts. In M. Gresalfi & I.S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020 (Vol. 1, pp. 637-640). International Society of the Learning Sciences. https://doi.org/10.22318/icls2020.637
  • Schnaubert, L., Vogel, F., Bodemer, D., Fischer, F., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., Tsovaltzi, D., Puhl, T., & Azevedo, R. (2020). Combining scripts, group awareness tools and self-regulated learning – theoretical implications and practical implementation. In M. Gresalfi & I. S. Horn (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, (Volume 1, pp. 350-357). International Society of the Learning Sciences.
  • Vogel, F., & Fischer, F. (2020). Computerunterstütztes kollaboratives Lernen. In H. Niegemann & A. Weinberger (Hrsg.), Handbuch Bildungstechnologie: Konzeption und Einsatz digitaler Lernumgebungen (S. 57-80). Springer.
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2019

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Chernikova, O., Heitzmann, N., Fink, M., Timothy, V., Seidel, T., & Fischer, F. (2019). Facilitating diagnostic competences in higher education - A meta-analysis in medical and teacher education. Educational Psychology Review, 1-40. doi:10.1007/s10648-019-09492-2 [online]
  • Eberle, J., Hod, Y., & Fischer, F. (2019). Future learning spaces for learning communities: Perspectives from the learning sciences. British Journal of Educational Technology, 5, 2071-2074. https://doi.org/10.1111/bjet.12865
  • Ghanem, C., Kollar, I., Pankofer, D., Eckl, M., & Fischer, F. (2019). Does probation officers’ reasoning change in the light of scientific evidence? Analysing 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
  • Gonzáles Bravo, L., Nistor, N., & Castro Ramírez, B. (2019). Narrating in grey: An application to educational management information systems and accountability. Information Development, 37(1), 58-71. https://doi.org/10.1177/0266666919894725
  • Heitzmann, N., Seidel, T., Opitz, A., Hetmanek, A., Wecker, C., Fischer, M., Ufer, S., Schmidmaier, R., Neuhaus, B., Siebeck, M., Stürmer, K., Obersteiner, A., Reiss, K., Girwidz, R. , & Fischer, F. (2019). Facilitating diagnostic competences in simulations: A conceptual framework and a research agenda for medical and teacher education. Frontline Learning Research, 7(4), 1–24. https://doi.org/10.14786/flr.v7i4.384
  • Himi, S. A., Bühner, M., Schwaighofer, M., Klapetek, A., & Hilbert, S. (2019). Multitasking behavior and its related constructs: Executive functions, working memory capacity, relational integration, and divided attention. Cognition, 189, 275-298. doi:10.1016/j.cognition.2019.04.010
  • Knöchelmann, N., Krueger, S., Flack, A., & Osterhaus, C. (2019). Adults’ ability to interpret covariation data presented in bar graphs depends on the context of the problem. Frontline Learning Research, 7(4), 58–65. https://doi.org/10.14786/flr.v7i4.471
  • Koerber, S., & Osterhaus, C. (2019). Individual differences in early scientific thinking: Assessment, cognitive influences, and their relevance for science learning. Journal of Cognition and Development, 20, 510–533. https://doi.org/10.1080/15248372.2019.1620232
  • Koerber, S., & Osterhaus, C. (2019). Some but not all aspects of (advanced) Theory of Mind predict loneliness. British Journal of Developmental Psychology. https://doi.org/10.1111/bjdp.12302
  • Lenz, H., Opitz, A., Huber, D., Jacobs, F., Paik, W. G., Roche, J., & Fischer, M. R. (2019). Language matters: Development of an objective structured language test for foreign physicians – results of a pilot study in Germany. GMS Journal for Medical Education, 36(1), 1–16. https://doi.org/10.3205/zma001210
  • Niepel, C., Stadler, M., & Greiff, S. (2019). Seeing is believing. Gender diversity in science, technology, engineering, and mathematics predicts students’ mathematics self-concept across 23 countries. Journal of Educational Psychology. https://doi.org/10.1037/edu0000340
  • Nistor, N., Stanciu, D., Lerche, T., & Kiel, E. (2019). “I am fine with any technology, as long as it doesn’t make trouble, so that I can concentrate on my study”: A case study of university students’ attitude strength related to educational technology acceptance. British Journal of Educational Technology, 50(5), 2557-2571. https://doi.org/10.1111/bjet.12832
  • Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2019). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology, 72, 994–1004. https://doi.org/10.1177/1747021818775909
  • Schulz, C., Meyer, C. M., & Gurevych, I. (2019). Challenges in the automatic analysis of students’ diagnostic reasoning. Proceedings of the AAAI Conference on Artificial Intelligence, 33(01), 6974-6981. https://doi.org/10.1609/aaai.v33i01.33016974
  • Stadler, M., & Greiff, S. (2019). Quo Vadis CPS? Brief answers to big questions. Journal of Dynamic Decision Making, 5, Article 13. https://doi.org/10.11588/JDDM.2019.1.69302
  • Stadler, M., Fischer, F., & Greiff, D. (2019). Taking a closer look: An exploratory analysis of successful and unsuccessful strategy use in complex problems. Frontiers in Psychology, 10. https://doi.org/10.3389/fpsyg.2019.00777
  • Stadler, M., Niepel, C., & Greiff, S. (2019). Differentiating between static and complex problems: A theoretical framework and its empirical validation. Intelligence, 72, 1-12. https://doi.org/10.1016/j.intell.2018.11.003
  • Tolks, D., Sailer, M., Dadaczynski, K., Lampert, C., Huberty, J., Paulus, P., & Horstmann, D. (2019). ONYA—The wellbeing game: How to use gamification to promote wellbeing. Information, 10(2), 58. https://doi.org/10.3390/info10020058

Monographien/ Books

  • Schultz-Pernice, F. (2019). Die Literatur der Literaturdidaktik. Grundlegung und Entwurf einer literaturdidaktischen Objektkonstitution aus deutschdidaktischer Perspektive. Stuttgart: J.B. Metzler. https://doi.org/10.1007/978-3-476-04866-0

Herausgeberschaften/ Editorial activities

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bauer, E., Sailer, M., Kiesewetter, J., Schulz, C., Pfeiffer, J., Gurevych, I., ... & Fischer, F. (2019). Using ENA to analyze pre-service teachers’ diagnostic argumentations: A conceptual framework and initial applications. In B. Eagan, M. Misfeldt & A. Siebert-Evenstone (Eds.), Proceedings of the International Conference on Quantitative Ethnography (pp. 14-25). Springer Nature. https://doi.org/10.1007/978-3-030-33232-7
  • Hofer, S. I., Holzberger, D., Heine, J.-H., Reinhold, F., Schiepe-Tiska, A., Weis, M., & Reiss, K. (2019). Schulische Lerngelegenheiten zur Sprach- und Leseförderung im Kontext der Digitalisierung. In K. Reiss et al. (Eds.), PISA 2018 (pp. 111-128). Münster: Waxmann.
  • Kollar, I. & Fischer, F. (2019). Lehren und Unterrichten. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 333-351). Berlin: Springer.
  • Niedermeier, S., & Mandl H. (2019). Aktuelle digitale Lehr-Lernformen in der betrieblichen Weiterbildung. In S. Laske, A. Orthey & M. Schmid. (Hrsg.), Loseblattwerk PersonalEntwickeln. Aktualisierungslieferung, Februar 2019. Deutscher Wirtschaftsdienst (Wolters Kluwer Deutschland). https://shop.wolterskluwer.de/wirtschaft/33116000-personalentwickeln.html
  • Pedrotti, M. & Nistor, N. (2019). How students fail to self-regulate their online learning experience. In M. Scheffel, J. Broisin, V. Pommer-Schindler, A. Ioannou & J. Schneider (Eds.), Transforming learning with meaningful technologies. 14th European Conference on Technology-Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16-19, 2019, Proceedings (pp. 377-385). Cham, CH: Springer.
  • Scheibenzuber, C., & Nistor, N. (2019). Media literacy training against fake news in online media. In M. Scheffel, J. Broisin, V. Pommer-Schindler, A. Ioannou & J. Schneider (Eds.), Transforming learning with meaningful technologies. 14th European Conference on Technology-Enhanced Learning, EC-TEL 2019 Delft, The Netherlands, September 16-19, 2019, Proceedings (pp. 688-691). Cham, CH: Springer.
  • Stadler, M., Fischer, F., Papadopoulos, P. M., Radkowitsch, A., Schmidmaier, R., Fischer, M. R., et al. (2019): Ghost in the machine: A symposium on collaboration between human and computerized agents in educational contexts. In K. Lund, G. 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 2 (pp. 783-790). Lyon, France: International Society of the Learning Sciences. https://doi.org/10.22318/cscl2019.727
  • Vogel, F., Jeong, H., Yoon, S., Håklev, S., Gillain, L. V., Abassi, N. G., Wai Yan Wan, S., Wai-San Wan, S., Radkowitsch, A., Fischer, F., & Hmelo-Silver, C. (2019). Understanding CSCL through the lens of research synthesis. In K. Lund, G. 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 2 (pp. 783-790). Lyon, France: International Society of the Learning Sciences. https://doi.dx.org/10.22318/cscl2019.783
  • Wecker, C. & Stegmann, K. (2019). Medien im Unterricht. In D. Urhahne, M. Dresel & F. Fischer (Hrsg.), Psychologie für den Lehrberuf (S. 371-391). Berlin: Springer. https://doi.org/10.1007/978-3-662-55754-9_19
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2018

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Berndt, M., Strijbos, J. W., & Fischer, F. (2018). Effects of written peer-feedback content and sender’s competence on perceptions, performance, and mindful cognitive processing. European Journal of Psychology of Education, 33(1), 31-49. doi:10.1007/s10212-017-0343-z
  • Csanadi, A., Eagan, B., Kollar, I., Shaffer, D. W., & Fischer, F. (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, 419-438. doi:10.1007/s11412-018-9292-z
  • Förtsch, C., Sommerhoff, D., Fischer, F., Fischer, M. R., Girwidz, R., Obersteiner, … & Neuhaus, B. J. (2018). Systematizing professional knowledge of medical doctors and teachers: development of an interdisciplinary framework in the context of diagnostic competences. Education Sciences, 8, 207. doi:10.3390/educsci8040207
  • Heitzmann, N., Fischer, F., & Fischer, M. R. (2018). Worked examples with errors: when self-explanation prompts hinder learning of teachers' diagnostic competences on problem-based learning. Instructional Science, 46(2), 245-271. doi:10.1007/s11251-017-9432-2 [online]
  • Nistor, N., Dascălu, M., Serafin, Y., & Trăușan-Matu, S. (2018). Automated dialog analysis to predict blogger community response to newcomer inquiries. Computers in Human Behavior, 89, 349-354. doi:10.1016/j.chb.2018.08.034
  • Nistor, N., & Hernández-García, A. (2018). What types of data are used in learning analytics? An overview of six cases. Computers in Human Behavior, 89, 335-338. doi:10.1016/j.chb.2018.07.038
  • Osterhaus, C., Magee, J., Saffran, A., & Alibali, M. W. (2018). Supporting successful interpretations of covariation data: Beneficial effects of variable symmetry and problem context. Quarterly Journal of Experimental Psychology. doi:1747021818775909
  • Sommerhoff, D., Szameitat, A., Vogel, F., Chernikova, O., Loderer, K., & Fischer, F. (2018). What do we teach when we teach the learning sciences? A document analysis of 75 graduate programs. Journal of the Learning Sciences. doi:10.1080/10508406.2018.1440353 [online]
  • Stadler, M., Becker, N., Schult, J., Niepel, C., Spinath, F., Sparfeldt, J., & Greiff, S. (2018). The logic of success: The relation between complex problem solving skills and university achievement. Higher Education, 76(1), 1-15. doi:10.1007/s10734-017-0189-y
  • Zottmann, J. M., Dieckmann, P., Taraszow, T., Rall, M., & Fischer, F. (2018). Just watching is not enough: Fostering simulation-based learning with collaboration scripts. GMS Journal for Medical Education, 35(3). doi:10.3205/zma001181 [online]

Herausgeberschaften/ Editorial activities

  • Fischer, F., Chinn, C., Engelmann, K. & Osborne, J. (Eds.)(2018). Scientific reasoning and argumentation. The roles of general and specific knowledge. New York, NY: Routledge.
  • Fischer, F., Hmelo-Silver, C. E., Goldman, S. R., & Reimann, P. (Eds.)(2018). International handbook of the learning sciences. New York, NY: Routledge.
  • Nistor, N., & Hernández-García, A. (Eds.)(2018). What types of data are used in learning analytics? An overview of six cases. Special issue of Computers in Human Behavior, 89, 335-394.
  • Sailer, M., Schultz-Pernice, F., Chernikova, O., Sailer, M. & Fischer, F. (Hrsg.)(2018). Digitale Bildung an bayerischen Hochschulen – Ausstattung, Strategie, Qualifizierung und Medieneinsatz. München: vbw.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Engelmann, K., Chinn, C. A., Osborne, J., & Fischer, F. (2018). The roles of domain-specific and domain-general knowledge in scientific reasoning and argumentation: An introduction. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 1-7). New York, NY: Routledge.
  • Figas, P.; Sailer, M.; Hagel, G., & Sailer, M. (2018). The Effectiveness of Different Levels of Activation in Higher Education. 4th International Conference on Higher Education Advances (HEAd' 18)(pp. 1289-1295). Valencia.
  • Fischer. F. (2018). The argumentative turn in public policy inquiry: deliberative policy analysis for usable advice. In J. A. Hird (Ed.), Policy analysis in the United States (pp. 55-72). Bristol, UK: Policy Press.
  • Fischer, F. & Vogel, F. (2018). Computerunterstütztes kollaboratives Lernen. In M. Heilemann, H. Stöger & A. Ziegler (Hrsg.), Lernen im Internet (S. 113-132). Springer Berlin. https://link.springer.com/chapter/10.1007/978-3-662-54368-9_3
  • Fischer, F., Goldman, S. R., Hmelo-Silver, C. E. & Reimann, P. (2018). Evolution of research in the learning sciences. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International handbook of the learning sciences (pp. 1-8). New York: Routledge.
  • Hetmanek, A., Engelmann, K., Opitz, A., & Fischer, F. (2018). Beyond intelligence and domain knowledge: Scientific reasoning and argumentation as a set of cross-domain skills. In F. Fischer, C. A. Chinn, K. Engelmann, & J. Osborne, (Eds.), Scientific reasoning and argumentation: The roles of domain-specific and domain-general knowledge (pp. 203-226). New York, NY: Routledge.
  • Kollar, I. & Fischer, F. (2018). Mediengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ansätze und empirische Befunde. In R. Tippelt, A. von Hippel & J. Gebrande (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 1553-1568, Band 2). Berlin: Springer.
  • Kollar, I., Wecker, C., & Fischer, F. (2018). Scaffolding and scripting (computer-supported) collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds.), International handbook of the learning sciences (pp. 340-350). New York: Routledge.
  • Nistor N. (2018) Akzeptanz von Bildungstechnologien. In H. Niegemann & A. Weinberger (Hrsg.), Lernen mit Bildungstechnologien. Berlin: Springer. doi:10.1007/978-3-662-54373-3_46-1 [online]
  • Schulz, C., Sailer, M., Kiesewetter, J., Bauer, E., Fischer, F., Fischer, M. R., & Gurevych, I. (2018). Automatic recommendations for data coding: a use case from medical and teacher education. In Proceedings of the 2018 IEEE 14th International Conference on e-Science (e-Science) (pp. 364-365). IEEE.
  • Stegmann, K., Wecker, C., Mandl, H. & Fischer, F. (2018). Lehren und Lernen mit digitalen Medien. Ansätze und Befunde der empirischen Bildungsforschung. In R. Tippelt & B. Schmidt-Hertha (Hrsg.), Handbuch Bildungsforschung (S. 967-988). Wiesbaden: VS Verlag.

Forschungs-Praxis-Transfer/ Dissemination

  • Hirner, C., Sailer M., Schultz-Pernice, F. & Fischer, F. (2018). Auf dem Prüfstand. Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalen Welt. Einsichten und Perspektiven – Bayerische Zeitschrift für Politik und Geschichte, 4, 22-27.
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2017

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Ghanem, C., Spensberger, F., & Kollar, I. (2017). Die Diffusion von Evidenzbasierter Praxis. Eine Literaturanalyse der EBP-Netzwerke in den Vereinigten Staaten und in deutschsprachigen Ländern, Neue Praxis, 12, 438-456.
  • Heitzmann, N., Fischer, M. R., & Fischer, F. (2017). Towards more systematic and better theorised research on simulations. Medical Education, 51(2), 129–131. doi:10.1111/medu.13239
  • Jucks, R., Fischer F., & Scheiter, K. (2017). More research needed: Strukturelle und individuelle Rahmenbedingungen für die Wissenschaft als Beruf(ung). Kommentare zu Rentzsch, Hartzer & Wolter (2017). Psychologische Rundschau, 68(4), 279-281.
  • Kiesewetter, J., Fischer, F., & Fischer, M. (2017). Collaborative clinical reasoning – A systematic review of empirical studies. Journal of Continuing Education in the Health Professions, 37(2), 123-128. doi:10.1097/CEH.0000000000000158
  • Koerber, S., Osterhaus, C., & Sodian, B. (2017). Diagrams support revision of prior belief in primary school children. Frontline Learning Research, 5(1), 76-84. doi:10.14786/flr.v5il.265
  • Murillo Montes de Oca, A., Bahmanyar, R., Nistor, N., & Datcu, M. (2017). Earth observation image semantic bias: A collaborative user annotation approach. IEEE Journal of Selected Topics in Applied Earth Observations and Remote Sensing, 10(6), 2462-2477. doi:10.1109/JSTARS.2017.2697003
  • Nistor, N. & Stanciu, D. (2017). “Being sexy” and the labor market: Self-objectification in job search
    related social networks. Computers in Human Behavior, 69, 43-53. doi:10.1016/j.chb.2016.12.005
  • Opitz, A., Heene, M., & Fischer, F. (2017). Measuring scientific reasoning - a review of test instruments. Educational Research and Evaluation, 23(3-4), 78-101. doi:10.1080/13803611.2017.1338586
  • Osterhaus, C., Koerber, S., & Sodian, B. (2017). Scientific thinking in elementary school: Children’s social cognition and their epistemological understanding promote experimentation skills. Developmental Psychology, 53(3), 450-462. doi:10.1037/dev0000260
  • Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computes in Human Behavior, 69, 371-380. doi:10.1016/j.chb.2016.12.033
  • Schultz-Pernice, F., von Kotzebue, L., Franke, U., Ascherl, C., Hirner, C., Neuhaus, B.J., … Fischer, F. (2017). Kernkompetenzen von Lehrkräften für das Unterrichten in einer digitalisierten Welt. merz – medien + erziehung, Zeitschrift für Medienpädagogik, 4, 65-74. [online]
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2017). Executive functions in the context of complex learning: Malleable moderators? Frontline Learning Research, 5(1), 58-75. doi:10.14786/flr.v5i1.268 [Online]
  • Schwaighofer, M., Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Terwedow, I., Ottinger, S., Reiss, K., & Fischer, F. (2017). How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Leaning, 12(3), 281-305. doi:10.1007/s11412-017-9260-z
  • Stavarache, L. L., Balint, M., Dascalu, M., Trausan-Matu, S., & Nistor, N. (2017). BlogCrawl: Customized Crawling of Online Communities. University Politehnica of Bucharest Scientific Bulletin Series C-Electrical Engineering and Computer Science, 79(2), 3–14.
  • Wang, X., Kollar, I., & Stegmann, K. (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. doi:10.1007/s11412-017-9254-x
  • Wecker, C., Vogel, F., & Hetmanek, A. (2017). Visionär und imposant – aber auch belastbar? Eine Kritik der Methodik von Hatties „Visible Learning“. Zeitschrift für Erziehungswissenschaft, 20(1), 21-40. doi:10.1007/s11618-016-0696-0

Herausgeberschaften/ Editorial activities

  • Sailer, M., Murböck, M. & Fischer, F. (2017). Digitale Bildung an bayerischen Schulen - Infrastruktur, Konzepte, Lehrerbildung und Unterricht. München: vbw.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bereiter, C., Cress, U., Fischer, F., Hakkarainen, K., Scardamalia, M., & Vogel, F. (2017). Scripted and unscripted aspects of creative work with knowledge. In B. K. Smith, M. Borge, E. Mercier, & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th international conference on computer supported collaborative learning (CSCL) 2017, Volume 1 (pp. 751-757). Philadelphia, PA: International Society of the Learning Sciences.
  • Csanadi, A., Eagan, B., Shaffer, D., Kollar, I., & Fischer, F. (2017). Collaborative and individual scientific reasoning of pre-service teachers: New insights through epistemic network analysis (ENA). In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.
  • Eberle, J., Stegmann, K., Fischer, F., Barrat, A., & Lund, K. (2017). Finding collaboration partners in a scientific community: The role of cognitive group awareness, career level, and disciplinary background. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 519-526). Philadelphia, PA: International Society of the Learning Sciences.
  • Koerber, S., Sodian, B., Osterhaus, C., Mayer, D., Kropf, N., & Schwippert, K. (2017). Science-P.II. Modeling scientific reasoning in primary school. In D. Leutner, J. Fleischer, J. Grünkorn, & E. Klieme (Eds.), Competence assessment in education: Research, models and instruments. Springer.
  • Kollar I., Fischer F. (2017). Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. In R. Tippelt R. & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung. Springer Reference Sozialwissenschaften (S. 1-17). Springer VS, Wiesbaden.
  • Nistor, N., Dascălu, M., Guțu, G., Trăușan-Matu, Ș., Choi, S., Haberman-Lawson, A., ... & Koletzko, B. (2017). Mass customization in continuing medical education: Automated extraction of e-learning topics. In É. Lavoué, H. Drachsler, K. Verbert, J. Broisin, & M. Pérez-Sanagustín (Eds.), Data driven approaches in digital education: 12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017, Proceedings (pp. 576-579). Cham: Springer.
  • Nistor, N., & Fischer, F. (2017). Medienpsychologie. Ausgewählte Phänomene und theoretische Ansätze. In B. Schorb, A. Hartung, & C. Dallmann (Hrsg.), Grundbegriffe Medienpädagogik (S. 287-293). München: kopaed.
  • Nistor, N. & Serafin, Y. (2017). Newcomer integration strategies in blogger online knowledge building communities: A dialog analysis. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2 (pp. 561-564). Philadelphia, PA: International Society of the Learning Sciences.
  • Paraschiv, I. C., Dascalu, M., Trausan-Matu, S., Nistor, N., De Oca, A. M. M., & McNamara, D. S. (2017). Semnatic similarity versus co-autorship networks: A detailed comparison. Proceedings - 2017 21st International Conference on Control Systems and Computer, CSCS 2017 (pp. 566-570). Bucharest: Faculty of Automatic Control and Computers, University "Politehnica".
  • Schultz-Pernice, F. (2017). Vom Stolpern und Stocken des Blicks: Aufbau von Visual Literacy durch Wahrnehmungserfahrungen an den Grenzen der populären Filmsprache. In H. Hoppe, C. Weißenburger & C. Vorst (Hrsg.), Bildliteralität im Übergang von Literatur und Film. Eine interdisziplinäre Aufgabe und Chance kompetenzorientierter Fachdidaktik (Studien zur Germanistik und Anglistik, Bd. 25, S. 67–84). Frankfurt a. M.: Peter Lang.
  • Schultz-Pernice, F. (2017). An den Rändern des Erzählens. Posthumanismus in Literatur, Film und Computerspiel. In Crossmediales Erzählen im Anthropozän. Literarische Spuren in einem neuen Zeitalter (S. 81–110). München: oekom.
  • Vogel, F., Fischer, F. Hod, Y., Lund, K., & Sommerhoff, D. (2017). Reflections and discussions about NAPLeS learning resources for the learning sciences. In B. K. Smith, M. Borge, E. Mercier & K. Y. Lim (Eds.), Making a difference: Prioritizing equity and access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.

Forschungs-Praxis-Transfer/ Dissemination

  • Heitzmann, N., Fischer, F., & Feichtner, V. (2017). Kompetenzförderliches Feedback. Schulverwaltung Bayern, 9, 231–235.
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2016

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Engelmann, K., Neuhaus, B. J., & Fischer, F. (2016). Fostering scientific reasoning in education - meta-analytic evidence from intervention studies. Educational Research and Evaluation. doi:10.1080/13803611.2016.1240089 [Online]
  • Epstein, N., Pfeiffer, M., Eberle, J., von Kotzebue, L., Martius, T., Lachmann, D., ... & Herzig, S. (2016). Nachwuchsmangel in der medizinischen Forschung. Wie kann der ärztliche Forschernachwuchs besser gefördert werden?. Beiträge zur Hochschulforschung, 38(1-2), 162.
  • Fries, S., Fischer, F., & Jucks, R. (2016). Grundlagen für die Anwendung? Zum Verhältnis von Allgemeiner und Pädagogischer Psychologie. Psychologische Rundschau, 67(3), 196-198.
  • Ghanem, C., Kollar, I., Fischer, F., Lawson, T. R., & Pankofer, S. (2016). 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, 1-17. doi:10.1080/13691457.2016.1255931
  • Kiesewetter, J., Fischer, F., & Fischer, M. R. (2016). Collaboration expertise in medicine - No evidence for cross-domain application from a memory retrieval study. PLoS ONE, 11(2). doi:10.1371/journal.pone.0148754
  • Kiesewetter, J., Gutmann, J., Drossard, S., Gurrea Salas, D., Prodinger, W., Mc Dermott, F., ... Kiesewetter, I. (2016). Der Lernzielkatalog Patientensicherheit für das Medizinstudium – Ein Positionspapier des Ausschusses für Patientensicherheit und Fehlermanagement der Gesellschaft für Medizinische Ausbildung. GMS Journal for Medical Education, 33(1). doi:10.3205/zma001009 [online]
  • Mitchell, I., Nistor, N., Baltes, B., & Brown, M. (2016). Effect of vocabulary test preparation on low-income black middle school students’ reading scores. Journal of Educational Research and Practice, 6(1), 105-118. doi:10.5590/JERAP.2016. 06.1.08 [online]
  • Nistor, N. (2016). Newcomer integration in knowledge communities: development of the Strat-I-Com questionnaire for MMORPG-based communities. Smart Learning Environments, 3(3). doi:10.1186/s40561-016-0027-1 [online]
  • Osterhaus, C., Koerber, S., & Sodian, B. (2016). Scaling of advanced theory-of-mind tasks. Child Development, 87, 1971–1991. doi:10.1111/cdev.12566
  • Schwaighofer, M., Bühner, M., & Fischer, F. (2016). Executive functions as moderators of the worked example effect: When shifting is more important than working memory capacity. Journal of Educational Psychology, 108(7), 982–1000.
  • Steinberger, F., Moeller, A., & Schroeter, R. (2016). The antecedents, experience, and coping strategies of driver boredom in young adult males. Journal of Safety Research, 59, 69-82. doi:10.1016/j.jsr.2016.10.007
  • Stegmann, K., Kollar, I., Weinberger, A., & Fischer, F. (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.
  • Vogel, F., Kollar, I., Ufer, S., Reichersdorfer, E., Reiss, K., & Fischer, F. (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500.
  • Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2016). Socio-cognitive scaffolding with computer-supported collaboration scripts: A meta-analysis. Educational Psychology Review, 1-35. doi:10.1007/s10648-016-9361-7
  • Wecker, C., Hetmanek, A., & Fischer, F. (2016). Zwei Fliegen mit einer Klappe? Fachwissen und fächerübergreifende Kompetenzen gemeinsam fördern. Unterrichtswissenschaft, 3, 226-238. doi:10.3262/UW1603226
  • Wecker, C., Ufer, S., & Mahl, C. (2016). Vom Vormachen zum Selbermachen: Fading von Lösungsschritten bei der Demonstration von Strategien im Mathematikunterricht. Unterrichtswissenschaft, 4, 442-457. doi:10.3262/UW1604442

  • Wershofen, B., Heitzmann, N., Beltermann, E., & Fischer, M. R. (2016). Fostering interprofessional communication through case discussions and simulated ward rounds in nursing and medical education: A pilot project. GMS journal for medical education, 33(2). doi:10.3205/zma001027

Monographien/ Books

  • Sailer, M. (2016). Die Wirkung von Gamification auf Motivation und Leistung: Empirische Studien im Kontext manueller Arbeitsprozesse. Wiesbaden: Springer Fachmedien.
  • Stegmann, K. & Fischer, F. (2016). Auswirkungen digitaler Medien auf den Wissens- und Kompetenzerwerb an der Hochschule. Kurzbericht im Rahmen eines Experten-Hearings des Wissenschaftsrats. München: LMU. Retreived from https://epub.ub.uni-muenchen.de/38264/

Herausgeberschaften/ Editorial activities

  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016) (Eds.), Grand challenge problems in technology-enhanced learning II: MOOCs and beyond. New York: Springer.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Csanadi, A., Kollar, I., Fischer, F. (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: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1 (pp. 50-57). Singapore: International Society of the Learning Sciences.
  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016). Grand challenges in technology-enhanced learning: A dialog started in Villard de Lans. In grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 1-5). Switzerland: Springer International Publishing.
  • Fysaraki, M., Fischer, F., Hußmann, H., Stegmann, K. (2016). Team Awareness Support for Collaborative Argumentation in Higher Education: A Qualitative Multiple-Case Study. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 1227-1228). Singapore: International Society of the Learning Sciences.
  • Ghanem, C., Schwegele, A., Pankofer, S., Kollar, I., & Fischer, F. (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?). Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer/innen. In S. Borrman, & B. Thiessen (Eds.), Wirkungen Sozialer Arbeit. Potentiale und Grenzen der Evidenzbasierung für Profession und Disziplin. Opladen: Barbara Budrich.
  • Heitzmann, N., & Fischer, F. (2016). Berufsbegleitendes Lernen: Modelle und Befunde aus der Lehr-/Lernforschung. In M. Dick, W. Marotzki, & H. Mieg, Handbuch Professionsentwicklung (pp. 239–250). Stuttgart: utb GmbH.
  • Klevers, M., Sailer, M., & Günthner, W. A. (2016). Implementation model for the gamification of business processes: A study from the field of material handling. In Simulation and gaming in the network society (pp. 173-184). Singapore: Singapore.
  • Kollar, I., & Fischer, F. (2016). Digitale Medien für die Unterstützung von Lehr-/Lernprozessen in der Weiterbildung. In R. Tippelt & A. von Hippel (Hrsg.), Handbuch Erwachsenenbildung/Weiterbildung (S. 1-17). Wiesbaden: Springer.
  • Lerner, P., Csanadi, A., Daxenberger, J., Flekova, L., Ghanem, C., Kollar, I., Fischer, F., Gurevych, I. (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: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 938-941). Singapore: International Society of the Learning Sciences.
  • Mödritscher, F., Luengo, V., Law, E. L. C., Hoppe, H. U., & Stegmann, K. (2016). Grand challenge problem 7: Towards adaptive and adaptable learning in massive online courses. In J. Eberle, K. Lund, P. Tchounikine, F. Fischer (Hrsg.), Grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 33-37). New York: Springer.
  • Mödritscher, F., Luengo, V., Law, E. L. C., Hoppe, H. U., & Stegmann, K. (2016). Grand challenge problem 8: Interactive learning analytics: from accountability to ‘opportunity management’ in a multi-actor perspective. In J. Eberle, K. Lund, P. Tchounikine, F. Fischer (Hrsg.), Grand challenge problems in technology-enhanced learning II: MOOCs and Beyond (pp. 39-44). New York: Springer.
  • Nistor, N., Dascălu, M., & Trăușan-Matu, Ș. (2016). Newcomer integration in online knowledge communities: Exploring the role of dialogic textual complexity. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 914-917). Singapore: International Society of the Learning Sciences.
  • Pedrotti, M., & Nistor, N. (2016). User motivation and technology acceptance in online learning environments. In K. Verbert, M. Sharples, & T. Klobucar (eds.), Adaptive and adaptable learning. 11th European Conference on Technology Enhanced Learning, EC-TEL 2016 Lyon, France, September 13–16, 2016 Proceedings (pp. 472-477). New York: Springer.
  • Schultz-Pernice, F. (2016). Narrative und normative Probleme des seriellen Erzählens und ihr Potenzial für den Aufbau narrativer Kompetenzen und die Wertebildung. In Anders, P. & Staiger, M. (Hrsg.), Serialität in Literatur und Medien. Bd. 1: Theorie und Praxis. (S. 37 - 50). Hohengehren: Schneider Verlag.
  • Schultz-Pernice, F. (2016). Bausteine einer Didaktik narrativer Serialität am Beispiel der TV-Serie EMERGENCY ROOM. In Anders, P. & Staiger, M. (Hrsg.), Serialität in Literatur und Medien. Bd. 2: Modelle für den Deutschunterricht (S. 121 - 128). Hohengehren: Schneider Verlag.
  • Sommerhoff, D., Ufer, S., Kollar, I. (2016). Mathematical Argumentation and Proof – Supporting a Complex Cognitive Skill. In C. K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), Transforming learning, empowering learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2 (pp. 811-814). Singapore: International Society of the Learning Sciences.
  • Strohmaier, A., Reiss, K., Ufer, S., & Fischer, F. (2016). Einsatz heuristischer Lösungsbeispiele mit Selbsterklärungsprompts zur Förderung von Beweis-und Argumentationskompetenz an der Schnittstelle Schule-Hochschule. In Beiträge zum Mathematikunterricht 2016, 50. Jahrestagung der Gesellschaft für Didaktik der Mathematik vom 07. bis 11. März 2016 in Heidelberg. Münster: WTM-VErlag.
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2015

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Bahmanyar, R. & Murillo Montes de Oca, A. (2015). Evaluating the Sensory Gap for Earth Observation Images Using Human Perception and an LDA-Based Computational Model. Image Processing (ICIP), 2015 IEEE  International Conference on, pp. 566-570. doi:10.1109/ICIP.2015.7350862
  • Bahmanyar, R., Murillo Montes de Oca, A. & Datcu, M. (2015). The Semantic Gap: An Exploration of User and Computer Perspectives in Earth Observation Images. IEEE Geoscience and Remote Sensing Letters (GRSL), 12(10), 2046–2050. doi: 10.1109/LGRS.2015.2444666
  • Eberle, J., Stegmann, K., & Fischer, F. (2015). Moving Beyond Case Studies: Applying Social Network Analysis to Study Learning as Participation in Communities of Practice. In Learning: Research and Practice, 1(2), 100-112. doi: 10.1080/23735082.2015.1028712
  • Henry, D., Baltes, B., & Nistor, N. (2015). Social mobility through mathematics proficiency for English language learners. Journal of Social Change, 7(1), 94-102. doi:10.5590/JOSC.2015.07.1.08
  • Heitzmann, N., Fischer, F., Kühne-Eversmann, L., & Fischer, M. R. (2015). Enhancing diagnostic competence with self-explanation prompts and adaptable feedback. Medical Education, 49(10), 993–1003. doi:10.1111/medu.12778
  • Hetmanek, A., Wecker, C., Gräsel, C., Kiesewetter, J., Trempler, K. Fischer, M. R., & Fischer, F. (2015). Wozu nutzen Lehrkräfte welche Ressourcen? Eine Interviewstudie zur Schnittstelle zwischen bildungswissenschaftlicher Forschung und professionellem Handeln im Bildungsbereich. Unterrichtswissenschaft, 43(3), 194-210. doi:09201503193
  • Koerber, S., Mayer, D., Osterhaus, C., Schwippert, K., & Sodian, B. (2015). The development of scientific thinking in elementary school: A comprehensive inventory. Child Development, 86, 327–336. doi:10.1111/cdev.12298
  • Koerber, S., Osterhaus, C., & Sodian, B. (2015). Testing primary-school children’s understanding of the nature of science. British Journal of Developmental Psychology, 33, 57–72. doi:10.1111/bjdp.12067
  • Nistor, N., Daxecker, I., Stanciu, D., & Diekamp, O. (2015). Sense of community in academic communities of practice: predictors and effects. Higher Education, 69(2), 257-273. doi:10.1007/s10734-014-9773-6
  • Nistor, N. & Schworm, S. (2015). Generative online learning communities: The effect of peer participation perception on the acceptance and use of conceptual artefacts. [Hiroshima University] Journal of Learning Science, 8, 151-158.
  • Nistor, N., Trăușan-Matu, Ș., Dascălu, M., Chiru, C., Duttweiler, H., Baltes, B., & Smeaton, G. (2015). Finding open-ended learning environments on the Internet: Automated dialogue assessment in academic virtual communities of practice. Computers in Human Behavior, 47(1), 119-127. doi:10.1016/j.chb.2014.07.029
  • Osterhaus, C., Koerber, S., & Sodian, B. (2015). Children’s understanding of experimental contrast and experimental control: An inventory for primary school. Frontline Learning Research, 3(4), 56–94. doi:10.14786/flr.v3i4.220
  • Schwaighofer, M., Fischer, F., & Bühner, M. (2015). Does Working Memory Training Transfer? A Meta-Analysis Including Training Conditions as Moderators. Educational Psychologist, 50(2), 138–166. [Online]
  • Trempler, K., Hetmanek, A., Wecker, C., Kiesewetter, J., Wermelt, M., Fischer, M. R., Fischer, F., & Gräsel, C. (2015). Nutzung von Evidenz im Bildungsbereich: Validierung eines Instruments zur Erfassung von Kompetenzen der Informationsauswahl und Bewertung von Studien. Zeitschrift für Pädagogik, Beiheft 61, 144-166.

Monographien/ Books

  • Fischer, F., Wecker, C. & Stegmann, K. (2015). Auswirkungen digitaler Medien auf den Wissens- und Kompetenzerwerb in der Schule. München: LMU. [online]

Herausgeberschaften/ Editorial activities

  • Nistor, N. & Schirlitz, S. (Hrsg.) (2015). Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven. Münster: Waxmann.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Murillo Montes de Oca, A., & Nistor, N. (2015). Supporting integrative interdisciplinary research discourse: A case study analysis. In N. Nistor & S. Schirlitz (Hrsg.), Digitale Medien und Interdisziplinarität: Herausforderungen, Erfahrungen, Perspektiven (S. 66-77). Münster: Waxmann.
  • Nistor, N. (2015). Quantitative analysis of newcomer integration in MMORPG communities. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N. S. Chen (Eds.), State-of-the art and future directions of smart learning (pp. 131-136). New York: Springer.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Serafin, Y., & Trăușan-Matu, Ș. (2015). Informal learning in online knowledge communities: Predicting community response to visitor inquiries. In G. Conole, T. Klobucar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world. 10th European conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (pp. 447-452). New York: Springer.
  • Nistor, N., Dascălu, M., Stavarache, L. L., Tarnai, C., & Trăușan-Matu, Ș. (2015). Predicting newcomer integration in online knowledge communities by automated dialog analysis. In Y. Li, M. Chang, M. Kravcik, E. Popescu, R. Huang, Kinshuk, & N. S. Chen (Eds.), State-of-the art and future directions of smart learning (pp. 13-17). New York: Springer.
  • Nistor, N., Dascălu, M., Tarnai, C., Bresser, N., & Trăușan-Matu, Ș. (2015). Online knowledge communities as student-centered open learning environments: How likely will they be to integrate learners as new members? In O. Lindwall, P. Häkkinen, T. Koschman, P. Tchounikine, & S. Ludvigsen (Eds.), Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015, Volume 2. Gothenburg, Sweden: The International Society of the Learning Sciences.
  • Nistor, N., Derntl, M., & Klamma, R. (2015). Learning analytics: Trends and issues of the empirical research of the years 2011-2014. In G. Conole, T. Klobucar, C. Rensing, J. Konert, & E. Lavoué (Eds.), Design for teaching and learning in a networked world. 10th European conference on Technology Enhanced Learning, EC-TEL 2015, Toledo, Spain, September 15-18, 2015, Proceedings (pp. 453-459). New York: Springer.
  • Schultz-Pernice, F. (2015). Bausteine einer Didaktik narrativer Serialität am Beispiel der TV-Serie EMERGENCY ROOM. In P. Anders & M. Staiger (Hrsg.), Serien im Deutschunterricht. Bd. 2: Unterrichtsmodelle. (im Ersch.)
  • Schultz-Pernice, F. (2015). Narrative und normative Probleme des seriellen Erzählens und ihr Potenzial für den Aufbau narrativer Kompetenzen und die Wertebildung. In P. Anders & M. Staiger (Hrsg.), Serien im Deutschunterricht. Bd. 1: Narration - Rezeption - Mediensozialisation. (im Ersch.)
  • Stavarache, L. L., Dascălu, M., Trăușan-Matu, S., & Nistor, N. (2015). How does time shape a virtual community of practice? In I. Roceanu (Ed.), 4th International Workshop on Semantic and Collaborative Technologies for the Web, in conjunction with the 11th International Conference on eLearning and Software for Education (eLSE 2015)(pp. 380–386). Bucharest, Romania: Carol I NDU.

Forschungs-Praxis-Transfer/ Dissemination

  • Heitzmann, N., & Schultz-Pernice, F. (2015). Problemorientierte Aufgabenstellung. Praxis Schule, 4, 6–10.
  • Schultz-Pernice, F., & Heitzmann, N. (2015). Problemorientierte Aufgabenstellung. Modelle für den Transfer ins Leben. Praxis Schule, 4, 6-10.
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2014

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Allgaier, A.-K., Krick, K., Opitz, A., Saravo, B., Romanos, M., & Schulte-Körne, G. (2014). Improving early detection of childhood depression in mental health care: The Children׳ s Depression Screener (child-S). Psychiatry Research, 217(3), 248–252. doi:10.1016/j.psychres.2014.03.037
  • Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate peripheral participation in communities of practice. Participation support structures for newcomers in faculty student councils. Journal of the Learning Sciences, 23(2), 216-244.
  • Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M., Strijbos, J.-W., Heene, M., & Eberle, J. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. doi:10.14786/flr.v2i2.96 [Online]
  • Goeze, A., Zottmann, J. M., Vogel, F., Fischer, F., & Schrader, J. (2014). Getting immersed in teacher and student perspectives? Facilitating analytical competence using video cases in teacher education. Instructional Science, 42(1), 91-114. [Online]
  • Jacobs, F., Stegmann, K., & Siebeck, M. (2014). Promoting medical competencies through international exchange programs: benefits on communication and effective doctor-patient relationships. BMC Medical Education, 14(1), 43. doi:10.1186/1472-6920-14-43
  • Kollar, I., Pilz, F., & Fischer, F. (2014). Why it is hard to make use of new learning spaces: a script perspective. Technology, Pedagogy and Education, 23(1), 7-18.
  • Kollar, I., Ufer, S., Reichersdorfer, E., Vogel, F., Fischer, F., & Reiss, K. (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.
  • Murillo Montes de Oca, A. & Nistor, N. (2014). Non-significant intention–behavior effects in educational technology acceptance: A case of competing cognitive scripts?. Computers in Human Behavior, 34, 333-338. doi:10.1016/j.chb.2014.01.026
  • Murillo Montes de Oca, A., Nistor, N., Dascalu, M. & Trausan-Matu, S. (2014). Designing Smart Knowledge Building Communities. Interaction Design and Architecture(s) Journal, 22, 9-21. [Online]
  • Nistor, N., Lerche, T., Weinberger, A., Ceobanu, C., & Heymann, J. O. (2014). Towards the integration of culture in the Unified Theory of Acceptance and Use of Technology. British Journal of Educational Technology, 45(1), 36-55. [Open access LMU] [Online]
  • Schworm, S., & Bolzer, M. (2014). Learning with video-based examples - Are you sure you do not need help?. Journal of Computer Assisted Learning, 30(6), 546-558. doi:10.1111/jcal.12063
  • Wecker, C., & Fischer, F. (2014). Where is the evidence? A meta-analysis on the role of argumentation for the acquisition of domain-specific knowledge in computer-supported collaborative learning. Computers & Education, 75, 218-228.
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H., & Fischer, F. (2014). Förderung von Theoriewissen durch die Präsentation theoretischer Ideen beim Forschenden Lernen - Effekte bei Mädchen und Jungen. Psychologie in Erziehung und Unterricht, 61(1), 15-27. [Online]

Monographien/ Books

  • Heitzmann, N. (2014). Fostering diagnostic competence in different domains. Dissertation, Ludwig-Maximilians-University, Munich, Germany. [Open access LMU]

Herausgeberschaften/ Editorial activities

  • Fischer, F., Wild, F., Sutherland, R., & Zirn, L. (2014). Grand Challenges in Technology Enhanced Learning: Outcomes of the 3rd Alpine Rendez-Vous. Springer International Publishing. [Online]
  • Sutherland, R., & Fischer, F. (2014). Future learning spaces: design, collaboration, knowledge, assessment, teachers, technology and the radical past. Technology, Pedagogy and Education, 23(1), 1-5.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Bolzer, M., Strijbos, J.-W., & Fischer, F. (2014). Effects of peer feedback content and sender's competence on perceptions and mindful cognitive processing of written peer feedback: An eye tracking study. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, and L. D'Amico (Eds.), Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume 3 (pp. 1417–1419). Boulder, CO: International Society of the Learning Sciences.
  • Engelmann, K. & Fischer, F. (2014). Fostering scientific reasoning: A meta-analysis on intervention studies. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee, and L. D'Amico (Eds.). Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014, Volume I (pp. 246–253). Boulder, CO: International Society of the Learning Sciences.
  • Fischer, F., Wecker, C., Hetmanek, A., Osborne, J., Chinn, C. A., Golan Duncan, R., Rinehart, R. W., Siler, S. A., Klahr, D. & Sandoval, W. A. (2014). The interplay of domain-specific and domain-general factors in scientific reasoning and argumentation. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Hrsg.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Bd. 3 (S. 1189-1198). Boulder, Colorado: International Society of the Learning Sciences.
  • Murillo Montes de Oca, A., Nistor, N. & Datcu, M. (2014). Creating a Reference Data Set for Satellite Image Content Based Retrieval. In P. Soille & P. G. Marchetti (Eds. Frascati), Proceedings of the 2014 conference on Big Data from Space (pp. 71-75). Publications Office of the European Union.
  • Vogel, F., Kollar, I., Wecker, C. & Fischer, F. (2014). The role of content support and transactivity for effects of computer-supported collaboration scripts on domain-specific learning: A Meta-Analysis. In F. Xhafa, L. Barolli, F. Palmieri, M. Koeppen & V. Loia (Hrsg.), 2014 International Conference on Intelligent Networking and Collaborative Systems: IEEE INCoS 2014 (S. 677-682). Los Alamitos, CA: CPS.
  • Wecker, C. (2014). How do learners process information in lectures? The role of projected slides and type of Note-taking. In J. L. Polman, E. A. Kyza, D. K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O'Connor, T. Lee & L. D'Amico (Hrsg.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014. Bd. 1 (S. 519-526). Boulder, Colorado: International Society of the Learning Sciences.
  • Wecker, C. (2014). What explains the speech suppression effect of computer-based slide projections?. In N. Rummel, B. de Koning, H. Jarodzka, K. Loibl, T. van Gog, S. Zander & V. Hoogerheide (Hrsg.), Proceedings: Joint Meeting of EARLI SIG 6 & 7 2014 (S. 22-25). Rotterdam.
  • Wecker, C. & Fischer, F. (2014). Lernen in Gruppen. In T. Seidel & A. Krapp (Hrsg.), Pädagogische Psychologie (S. 277-296). Weinheim: Beltz.

Forschungs-Praxis-Transfer/ Dissemination

  • Wecker, C. (2014). PowerPoint als Lernhindernis? Eine Präsentation ist keine Datei. Wirtschaftspsychologie aktuell, 21(3), 44-48.
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2013

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Fischer, F., Kollar, I., Stegmann, K. & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56-66.
  • Kollar, I., & Fischer, F. (2013). Orchestration is nothing without conducting – but arranging ties the two together! A response to Dillenbourg (2011). Computers & Education, 69, 507-509.
  • Nistor, N. (2013). Stability of attitudes and participation in online university courses: Gender and location effects. Computers and Education, 68(1), 2822-2292.
  • Nistor, N., Göğüş, A., & Lerche, T. (2013). Educational technology acceptance across national and professional cultures: A European study. Educational Technology Research and Development, 61(4), 733-749. [Online]
  • Wecker, C. (2013). How to support prescriptive statements by empirical research: Some missing parts. Educational Psychology Review, 25(1), 1-18. [Online]
  • Wecker, C., Rachel, A., Heran-Dörr, E., Waltner, C., Wiesner, H., & Fischer, F. (2013). Presenting theoretical ideas prior to inquiry activities fosters theory-level knowledge. Journal of Research in Science Teaching, 50(10), 1180-1206. [Online]
  • Weinberger, A., Marttunen, M., Laurinen, L., & Stegmann, K. (2013). Inducing socio-cognitive conflict in Finnish and German groups of online learners by CSCL script. International Journal of Computer-Supported Collaborative Learning, 8(3), 333-349.
  • Zottmann, J., Stegmann, K., Strijbos, J.-W., Vogel, F., Wecker, C., & Fischer, F. (2013). Computer-supported collaborative learning with digital video cases in teacher education: The impact of teaching experience on knowledge convergence. Computers in Human Behavior, 29(5), 2100-2108.

Monographien/ Books

  • Mäkitalo-Siegl, K., & Fischer, F. (2013). Help seeking in computer-supported collaborative science learning environments. In S. A. Karabenick & M. Puustinen (Eds.), Advances in help-seeking research and applications: The role of emerging technologies (pp. 99-120). Charlotte, NC: Information Age Publishing.
  • Schworm, S. & Nistor, N. (2013). Elements of social computing in online help design. Fostering help seeking activities in communities of practice. In S. A. Karabenick & M. Puustinen (Eds.), Advances in help-seeking research and applications: The role of emerging technologies (pp. 179-203). Charlotte, NC: Information Age Publishing.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Eberle, J., Stegmann, K., Lund, K., Barrat, A., Sailer, M., & Fischer, F. (2013). Fostering learning and collaboration in a scientific community – evidence from an experiment using RFID devices to measure collaborative processes. 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: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (pp. 169-175). International Society of the Learning Sciences.
  • Fischer, F., Kollar, I., Stegmann, K., Wecker, C., Zottmann, J., & Weinberger, A. (2013). Collaboration scripts in computer-supported collaborative learning. In C. E. Hmelo-Silver, A. O'Donnell, C. A. Chinn & C. Chan (Eds.), The International Handbook of Collaborative Learning (pp. 403-419). New York, NY: Routledge.
  • Fischer, F., Slotta, J., Dillenbourg, P., Tchounikine, P., Kollar, I., Wecker, C., Stegmann, K. & Chinn, C. (2013). Scripting and Orchestration: Recent Theoretical Advances. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Hrsg.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (S. 564-571). International Society of the Learning Sciences.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2013). When instruction supports collaboration, but does not lead to learning – the case of classroom and small group scripts in the CSCL classroom. In N. Rummel, M. Kapur, M. Nathan & S. Puntambekar (Hrsg.), To See the World and a Grain of Sand: Learning across Levels of Space, Time, and Scale: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (S. 256-263). International Society of the Learning Sciences.
  • Schwarz, B., & Stegmann, K. (2013). Gütekriterien für Mess- und Testverfahren. In A. Frey, U. Lissmann & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik (pp. 58-71). Weinheim: Beltz.
  • Stegmann, K. (2013). Diagnostik kooperativer Lernformen. In A. Frey, U. Lissmann & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik (pp. 359-383). Weinheim: Beltz.
  • Stegmann, K., & Schwarz, B. (2013). Messtheoretische Grundlagen. In A. Frey, U. Lissmann & B. Schwarz (Hrsg.), Handbuch Berufspädagogische Diagnostik (pp. 24-34). Weinheim: Beltz.
  • Vogel, F., Reichersdorfer, E., Kollar, I., Ufer, S., Reiss, K., & Fischer, F. (2013). Learning to argue in mathematics: effects of heuristic worked examples and collaborations 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: CSCL 2013 Conference Proceedings. Vol. 1: Full Papers & Symposia (pp. 526-533). International Society of the Learning Sciences.

Forschungs-Praxis-Transfer/ Dissemination

  • Schürer-Maly, C., Wood, W., Falbo, R., Brambilla, P., Heller, C., Schwarz, P., ... Spannagl, M. (2013). An educational Web-Based External Quality Assessment - Outcome and evaluation: First Experiences with Urinary Sediment and Haemostaseology. Clin Lab.
  • Wecker, C. (2013). Beeinträchtigungen des Wissenserwerbs bei Präsentationen. Erziehungswissenschaft, 46, 48f.
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2012

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Gögüs, A., Nistor, N. & Lerche, T. (2012). Educational technology acceptance from cross-cultural perspective: A validation of the Unified Theory of Acceptance and Use of Technology in the context of Turkish national culture. Turkish Online Journal of Educational Technology, 11(4), 394–408.
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2012). The ACODEA framework: Developing segmentation and classification schemes for fully automatic analysis of online discussions. International Journal of Computer-Supported Collaborative Learning, 7(2), 285–305.
  • Nistor, N. (2012). Online conceptual artefacts and their acceptance among adult users. Bulletin of the Graduate School of Education, Hiroshima University, 61(1), 1-9.
  • Nistor, N., Baltes, B. & Schustek, M. (2012). Knowledge sharing and educational technology acceptance in online academic communities of practice. Campus-Wide Information Systems, 29(2), 108-116.
  • Nistor, N. & Fischer, F. (2012). Communities of practice in academia: Testing a quantitative model. Learning, Culture and Social Interaction, 1(2), 114-126. [Open access LMU] [Online]
  • Nistor, N., Schworm, S. & Werner, M. (2012). Online help-seeking in communities of practice: Modeling the acceptance of conceptual artifacts. Computers & Education, 59(2), 774-784. [Open access LMU] [Online]
  • Nistor, N., Wagner, M. & Heymann, J. O. (2012). Prädiktoren und Moderatoren der Akzeptanz von Bildungstechnologien. Die Unified Theory of Acceptance and Use of Technology auf dem Prüfstand. Empirische Pädagogik, 26(3), 343-370.
  • Nistor, N. & Weinberger, A. (2012). Editorial zum Themenheft „Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde". Zeitschrift für Empirische Pädagogik, 26(3), 339–342.
  • Stegmann, K., Pilz, F., Siebeck, M., & Fischer, F. (2012). Vicarious learning during simulations: Is it more effective than hands-on training?. Medical Education, 46(10), 1001-1008.
  • Stegmann, K., Wecker, C., Weinberger, A. & Fischer, F. (2012). Collaborative argumentation and cognitive elaboration in a computer-supported collaborative learning environment. Instructional Science, 40(2), 297-323.
  • Wecker, C. (2012). Slide presentations as speech suppressors: When and why learners miss oral information. Computers & Education, 59(2), 260-273.
  • Wecker, C., Stegmann, K., & Fischer, F. (2012). Lern- und Kooperationsprozesse: Warum sind sie interessant und wie können sie analysiert werden?. REPORT: Zeitschrift für Weiterbildungsforschung, 35(3), 30-41.
  • Zottmann, J., Goeze, A., Frank, C., Zentner, U., Fischer, F., & Schrader, J. (2011). Fostering the analytical competency of pre-service teachers in a computer-supported case-based learning environment - a matter of perspective?. Interactive Learning Environments, 20(6), 513-532. [Online]

Monographien/ Books

  • Wecker, C. (2012). Vom Sollen zum Können: Fading instruktionaler Skripts zur Förderung von Argumentationskompetenz. Münster: Waxmann.

Herausgeberschaften/ Editorial activities

  • Nistor, N. & Weinberger, A. (Hrsg.). (2012). Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde. Themenheft von Empirische Pädagogik, 26(3).

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Benetou, E., & Nistor, N. (2012). Play for children, work for parents! Patterns of educational technology acceptance over generations. In Proceedings of the Biannual EARLI SIG 6 & 7 Conference 2012: "Instructional Design" and "Learning and Instruction with Computers".
  • Eberle, J., Stegmann, K., & Fischer, F. (2012). Legitimate peripheral participation in academic communities of practice – How newcomers' learning is supported in student councils. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), 10th International Conference of the Learning Sciences (ICSL 2012). The Future of Learning - Volume 2: Short Papers, Symposia, and Abstracts (pp. 386-390). International Society of the Learning Sciences.
  • Göğüş, A., & Nistor, N. (2012). A validation of the UTAUT measure instrument for educational technology acceptance in Turkey. In Procedia Social and Behavioral Sciences. International Educational Technology Conference IETC 2012. Elsevier.
  • Kollar, I., Ufer, S., Lorenz, E., Vogel, F., Reiss, K., & Fischer, F. (2012). Using heuristic worked examples and collaboration scripts to help learners acquire mathematical argumentation skills. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 1 – full papers) (pp. 331-338). International Society of the Learning Sciences.
  • Kollar, I., Wecker, C., Langer, S., & Fischer, F. (2012). Effects of small-group collaboration scripts and classroom scripts on online search competence during a Biology inquiry unit. In Proceedings of the Biannual EARLI SIG 20: Computer-Supported Inquiry Learning (pp. 14-15). Ruhr University of Bochum.
  • Mäkitalo-Siegl, K., & Kollar, I. (2012). Collaboration scripts. In N. M. Seel (Ed.), Encyclopedia of the Sciences of Learning. New York: Springer.
  • Mäkitalo-Siegl, K., Stegmann, K., Frete, A., & Streng, S. (2012). Orchestrating computer-supported collaborative learning: Effects of knowledge sharing and shared knowledge. In S. Abramovich (Ed.), Computers in education (pp. 75-91). Commack, NY: Nova Science Publishers.
  • Nistor, N., Schworm, S., & Werner, M. (2012). Online help-seeking in communities of practice: An acceptance model for conceptual artifacts. In I. Aedo, R. M. Bottino, N. S. Chen, C. Giovanella, Kinshuk & D. G. Sampson (Eds.), Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies ICALT 2012 (pp. 438-440). IEEE Conference Publishing Services.
  • Nistor, N., Stanciu, I. D., Vanea, C., Sasu, V. M., & Dragotă, M. (2012). Elements of situated learning in young Romas’ successful learning biographies. In Proceedings of the Biannual EARLI SIG 10 & 21: "Social Interaction in Learning and Instruction" and "Learning and Teaching in Culturally Diverse Settings".
  • Rachel, A., Wecker, C., Heran-Dörr, E., Wiesner, H., & Fischer, F. (2012). Wie wenig Instruktion ist zu wenig? Ergebnisse einer Unterrichtsstudie zur Einführung einer Modellvorstellung im Sachunterricht. In H. Giest, E. Heran-Dörr & C. Archie (Hrsg.), Lernen und Lehren im Sachunterricht: Zum Verhältnis von Konstruktion und Instruktion (pp. 95-101). Bad Heilbrunn: Verlag Julius Klinkhardt.
  • Raes, A., Schellens, T., De Wever, B., Kollar, I., Wecker, C., Langer, S., Fischer, F., Tissenbaum, M., Slotta, J., Peters, V., & Songer, N. B. (2012). Scripting science inquiry learning in CSCL classrooms. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 118-125). International Society of the Learning Sciences.
  • Reichersdorfer, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K., & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills. In T. Y. Tso (Ed.), Proceedings of the International Group for the Psychology of Mathematics Education (pp. 345-352). PME.
  • Schultz-Pernice, F. (2012). Narration und Normativität im Spielfilm - didaktische Anmerkungen zur Verhandlung von Normen und Werten im 'Kampf des Helden'. In S. Anselm, M. Geldmacher, N. Hodaie & M. Riedel (Hrsg.), Werte - Worte - Welten. Werteerziehung im Deutschunterricht (pp. 245-260). Baltmannsweiler: Schneider Hohengehren.
  • Vogel, F., Kollar, I., & Fischer, F. (2012). Effects of computer-supported collaboration scripts on domain-specific and domain-general learning outcomes: a meta-analysis. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 446-450). International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., & Fischer, F. (2012). Fostering online search competence in an inquiry learning curriculum: Effects of continuous and faded collaboration scripts. In Proceedings of the Biannual EARLI SIG 20: Computer-Supported Inquiry Learning (pp. 39-40). Ruhr University of Bochum.
  • Wecker, C., Lazonder, A. W., Chiu, J. L., Madeira, C., Slotta, J., Mulder, Y. G., de Jong, T., Rachel, A., Wiesner, H., Heran-Dörr, E., Fischer, F., & Reimann, P. (2012). Building upon what is already there: The role of prior knowledge, background information, and scaffolding in Inquiry Learning. In J. van Aalst, K. Thompson, M. J. Jacobson & P. Reimann (Eds.), The future of learning – ICLS 2012 Conference Proceedings (Volume 2 – short papers, symposia and abstracts) (pp. 17-24). International Society of the Learning Sciences.

Forschungs-Praxis-Transfer/ Dissemination

  • Nistor, N. & Weinberger, A. (2012). Editorial zum Themenheft „Akzeptanz von Bildungstechnologien: Theoretische Modelle und empirische Befunde". Zeitschrift für Empirische Pädagogik, 26(3), 339–342.
  • Wecker, C. (2012). Evidence-based practice in education requires (quasi-)representative designs. The Brunswik Society Newsletter, 27, 46-48. [Online]
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2011

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Baltes, B. & Nistor, N. (2011). Virtual mentoring in communities of practice in an online university: Technology acceptance, technology use and perceptions of the learning process. International Journal of Arts and Sciences, 4(16), 337-346.
  • Fischer, F., Müller, H., Tippelt R. & The Munich Center of the Learning Sciences (2011). Multidisciplinary cooperation in education: the Munich Center of the Learning Sciences. European Educational Research Journal, 10(1), 153-159. [Online]
  • Fischer, F., Stegmann, K., Wecker, C., & Kollar, I. (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts können das fachliche Argumentieren verbessern. Zeitschrift für Pädagogik, 57(3), 326–337.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht. Psychologie in Erziehung und Unterricht, 58(4), 280–292.
  • Mäkitalo-Siegl, K., & Fischer, F. (2011). Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances. Learning and Instruction, 21(2), 243-246. [Open access LMU] [Online]
  • Mäkitalo-Siegl, K., Kohnle, C., & Fischer, F. (2011). Computer-supported collaborative inquiry learning and classroom scripts: Effects on help-seeking processes and learning outcomes. Learning and Instruction, 21(2), 257-266. [Open access LMU] [Online]
  • Pozzi, F., Hofmann, L., Persico, D., Stegmann, K., & Fischer, F. (2011). Structuring CSCL through collaborative techniques and scripts. International Journal of Online Pedagogy and Course Design, 1(4), 39–49.
  • Siebeck, M., Schwald, B., Frey, C., Röding, S., Stegmann, K. & Fischer, F. (2011). Teaching the rectal exam with simulations - reduction of inhibition and acquisition of knowledge. Medical Education, 45, 1025-1031.
  • Stavros, D., Egerter, T., Hanisch, F. & Fischer, F. (2011). Peer review-based scripted collaboration to support domain-specific and domain general knowledge acquisition in computer science. Computer Science Education, 21(1), 29-56. [Online]
  • Stegmann, K., Weinberger, A. & Fischer, F. (2011). Aktives Lernen durch Argumentieren. Unterrichtswissenschaft, 39(3), 231-244.
  • Wecker, C. & Fischer, F. (2011). From guided to self-regulated performance of domain-general skills: The role of peer monitoring during the fading of instructional scripts. Learning and Instruction, 21(6), 746-756. [Open access LMU] [Online]

Herausgeberschaften/ Editorial activities

  • Fischer, F. & Mäkitalo-Siegl, K. (Eds.). (2011). Special Section II: Stretching the limits in help-seeking research: Theoretical, methodological, and technological advances. Learning and Instruction, 21(2).

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Kobbe, L., Weinberger, A. & Fischer, F. (2011). Drehbücher für das computerunterstützte kooperative Lernen. In P. Klimsa & L. Issing (Hrsg.), Online-Lernen. Handbuch für Wissenschaft und Praxis (S. 159-166) (2. Auflage). München: Oldenbourg.
  • Kollar, I., Wecker, C., Langer, S. & Fischer, F. (2011). Orchestrating Web-based collaborative inquiry learning with small group and classroom scripts. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 422-429). International Society of the Learning Sciences.
  • Lorenz, E., Vogel, F., Fischer, F., Kollar, I., Reiss, K. & Ufer, S. (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. In R. Haug & L. Holzäpfel (Hrsg.), Beiträge zum Mathematikunterricht – Vorträge auf der 45. Tagung für Didaktik der Mathematik vom 21.02.2011 bis 25.02.2011 in Freiburg (S. 559–562). Münster: WTM-Verlag.
  • Mu, J., Stegmann, K., Mayfield, E., Rosé, C. & Fischer, F. (2011). ACODEA: A framework for the development of classification schemes for automatic classifications of online discussions. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 438-445). International Society of the Learning Sciences.
  • Nistor, N. & Lipka-Krischke, D. (2011). Eine explorative Studie des Umgangs mit kulturellen Artefakten in musikalischen Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (S. 168-177). Münster: Waxmann.
  • Nistor, N. & Schustek, M. (2011). Verifying a quantitative model of communities of practice in a computer users' community. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 467-470). Proceedings. Berlin: Springer.
  • Nistor, N. & Schustek, M. (2011). Wie gut sind die guten alten FAQs? Voraussetzungen der Wissenskommunikation über mediengestützte kulturelle Artefakte in Wissensgemeinschaften. In T. Köhler & J. Neumann (Hrsg.), Wissensgemeinschaften. Digitale Medien – Öffnung und Offenheit in Forschung und Lehre (S. 188-197). Münster: Waxmann.
  • Nistor, N., Schworm, S. & Werner, M. (2011). Help-seeking in communities of practice: Design and evaluation of a help system supporting knowledge sharing. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 471-476). Proceedings. Berlin: Springer.
  • Nistor, N., Weinberger, A., Ceobanu, C. & Heymann, J. O. (2011). Educational technology and culture: The influence of ethnic and professional culture on learners’ technology acceptance. In C. D. Kloos, D. Gillet, R. M. Crespo Garia, F. Wild & M. Wolpers (Eds.), Towards ubiquitous learning. 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, Palermo, Italy, September 20-23, 2011 (S. 477-482). Proceedings. Berlin: Springer.
  • Stegmann, K. & Fischer, F. (2011). Quantifying qualities in collaborative knowledge construction: The analysis of online discussions. In S. Puntambekar, G. Erkens & C. Hmelo-Silver (Eds.), Analyzing interactions in CSCL: methods, approaches and issues (pp. 247-268). New York: Springer.
  • Stegmann, K., Mu, J., Gehlen-Baum, V. & Fischer, F. (2011). The myth of over-scripting: Can novices be supported too much?. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I — Long papers (pp. 406-413). International Society of the Learning Sciences.
  • Stegmann, K., Wecker, C., Harrer, A., Ronen, M., Kohen-Vacs, D., Dimitriadis, Y., Hernandez-Leo, D., Fernandez, E., Asensio-Perez, J. & Fischer, F. (2011). How can current approaches to the transfer of technology-based collaboration script for research and practice be integrated?. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume III — Community events proceedings (pp. 1103-1110). International Society of the Learning Sciences.
  • Streng, A., Stegmann, K., Wagner, C., Böhm, S., Hussmann, H. & Fischer, F. (2011). Supporting argumentative knowledge construction in fact-to-to face settings: from ArgueTable to ArgueWall. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume II — Short papers & posters (pp. 716-720). International Society of the Learning Sciences.
  • Streng, S., Stegmann, K., Fischer, F. & Hussmann, H. (2011). From graphical learning designs to computer-supported collaboration scripts: A rapid development process. In B. Shishkov (Ed.), Proceedings of the International Conference on Technology-Enhanced Learning, ICTEL 2011 (pp. 21-26). SciTePress.
  • Wang, X., Kollar, I., Stegmann, K. & Fischer, F. (2011). Preventing over-scripting effects in computer-supported collaborative learning by adaptable scripts. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 Conference proceedings volume I - Long papers (pp. 382-389). International Society of the Learning Sciences.
  • Wang, Y. C., Joshi, M., Rosé, C. P., Fischer, F., Weinberger, A., & Stegmann, K. (2007). Context based classification for automatic collaborative learning process analysis. In R. Luckin & K. Koedinger (Eds.), Proceedings of the Conference on Artificial Interlligence in Education (pp. 662-664). International AIED Society.
  • Wecker, C. & Fischer, F. (2011). The role of argumentation for domain-specific knowledge gains in computer-supported collaborative learning: A meta-analysis. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 304-311). International Society of the Learning Sciences.
  • Wecker, C., Kollar, I. & Fischer, F. (2011). Explaining the effects of continuous and faded scripts on online search skill: The role of collaborative strategy practice. In H. Spada, G. Stahl, N. Miyake & N. Law (Hrsg.), Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL2011 Conference Proceedings. Bd. 1: Long Papers (S. 390-397). International Society of the Learning Sciences.
  • Zottmann, J., Fischer, F., Goeze, A. & Schrader, J. (2011). Enhancing Computer-Supported Case-Based Learning for Pre-Service Teachers: Effects of Hyperlinks to Multiple Perspectives and Conceptual Knowledge. In H. Spada, G. Stahl, N. Miyake & N. Law (Eds.), Connecting Computer-Supported Collaborative Learning to Policy and Practice. Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL) 2011 (pp. 894-895). Hong Kong: ISLS.
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2010

Veröffentlichungen in Fachzeitschriften/ Publications in journals

  • Heckner, M., Schworm, S., & Wolff, C. (2010). Combining design patterns and elements of social computing for the design of user centered online help systems. Journal of Educational Technology Systems, 38(1), 3-20.
  • Kollar, I. & Fischer, F. (2010). Peer assessment as collaborative learning: a cognitive perspective. Learning & Instruction, 20, 344-348. [Open access LMU] [Online]
  • Mekota, A., Fischer, F., Kahlert, J., & Mäkitalo-Siegl, K. (2010). Kooperation zwischen Generationen. 2AgePro - Generationswechsel an den Schulen. Pädagogische Führung - Zeitschrift für Schulleitung und Schulberatung, 6(21), 221 - 224.
  • Nistor, N., Dehne, A. & Drews, F. T. (2010). Mass customization of teaching and learning in organizations - Design principles and prototype evaluation. Studies in Continuing Education, 32(3), 251-267. [Open access LMU] [Online]
  • Nistor, N. & Heymann, J. O. (2010). Reconsidering the role of attitude in the TAM: An answer to Teo (2009a). British Journal of Educational Technology, 41(6), E142–E145. [Online]
  • Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672. [Open access LMU] [Online]
  • Nistor, N., Wagner, M., Istvanffy, E., & Dragotă, M. (2010). The unified theory of acceptance and use of technology: Verifying the model from a European perspective. International Journal of Knowledge and Learning, 6(2-3), 185-199. [Online]
  • Wecker, C., Stegmann, K., Bernstein, F., Huber, M. J., Kalus, G., Rathmeyer, S., Kollar, I., & Fischer, F. (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. [Open access LMU] [Online]
  • Weinberger, A., Stegmann, K., & Fischer, F. (2010). Learning to argue online: Scripted groups surpass individuals (unscripted groups do not). Computers in Human Behavior, 26, 506-515. [Open access LMU] [Online]

Monographien/ Books

  • Heitzmann, N. (2010). Förderung von Diagnosekompetenz durch beispielbasiertes Lernen: Der Einfluss von Fehlern. Saarbrücken: VDM Dr. Müller.

Herausgeberschaften/ Editorial activities

  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F. & Fischer, F. (Eds.). (2010). Classroom of the future. Orchestrating collaborative spaces. Rotterdam: Sense.

Kapitel in Sammelbänden und Konferenz-Proceedings mit peer review/Chapters in books and peer-reviewed proceedings

  • Clark, D. B., Sampson, V. D., Stegmann, K., Marttunen, M., Kollar, I., Janssen, J., Weinberger, A., Menekse, M., Erkens, G., & Laurinen, L. (2010). Online learning environments, scientific argumentation, and 21st century skills. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 1-39). IGI Global: Hershey.
  • Goeze, A., Schrader, J., Hartz, S., Zottmann, J. & Fischer, F. (2010). Case-based learning with digital videos: Does it promote the professional development of teachers and trainers in adult education?. In R. Egetenmeyer & E. Nuissl (Eds.), Teachers and trainers in adult education and lifelong learning – Professional development in Asia and Europe. Bielefeld: Bertelsmann.
  • Goeze, A., Zottmann, J., Schrader, J., & Fischer, F. (2010). Instructional support for case-based learning with digital videos: Fostering pre-service teachers’ acquisition of the competency to diagnose pedagogical situations. In D. Gibson & B. Dodge (Eds.), Proceedings of the Society for Information Technology & Teacher Education (SITE) International Conference 2010 (S. 1098-1104). Chesapeake, VA: AACE.
  • Goeze, A., Zottmann, J., Schrader, J., Fischer, F., & Hartz, S. (2010). Förderung und Erfassung der Kompetenz zur Diagnose von Lehr-Lernsituationen mit Hilfe von computerunterstützten Lernumgebungen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung" / AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.
  • Kollar, I. (2010). Turning the classroom of the future into the classroom of the present. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), The Classroom of the future: Orchestrating collaborative learning spaces. Rotterdam: Sense.
  • Mäkitalo-Siegl, K., Zottmann, J., Kaplan, F., & Fischer, F. (2010). The classroom of the future - An introduction. In K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 1-12). Rotterdam: Sense.
  • Nistor, N. (2010). Knowledge communities in the classroom of the future. In K. Mäkitalo-Siegl, F. Kaplan, J. Zottmann & F. Fischer (Eds.), Classroom of the future. Orchestrating collaborative spaces (pp. 163-180). Rotterdam: Sense.
  • Nistor, N., Wagner, M., Istvanffy, E. & Dragota, M. (2010). E-learning across cultural boundaries: A European perspective on technology acceptance. In M. D. Lytras, A. Naeve & R. Tennyson (Eds.), 1st international conference on technology enhanced learning, quality of teaching and reforming of education (S. 265–270). Berlin: Springer.
  • Schürer-Maly, C., Borucki, K., Adler, M., Illigen, D., Schwarz, P., Heitzmann, N., Spannagl, M., Reinauer, H., Fischer, M. (2010). Virtuelle Ringversuche in der Labormedizin – ein Pilotprojekt. In F. Duesberg (Hrsg.), e-Health 2011 (S. 68). Solingen: Medical future.
  • Schworm, S. & Heckner, M. (2010). E-collaborative help-seeking using social web features. In B. Ertl (Ed.), E-collaborative knowledge construction: Learning from computer-supported and virtual environments (pp. 109-123). Hershey: IGI-Global.
  • Streng, S., Stegmann, K., Boring, S., Böhm, S., Fischer, F. & Hussmann, H. (2010). Measuring effects of private and shared displays in small-group knowledge sharing processes. In E. Hvannberg, M. K. Lárusdóttir, A. Blandford & J. Gulliksen (Eds.), Proceedings of the 6th Nordic Conference on Human-Computer Interaction (NordiCHI 2010) (S. 789-792). New York, NY: ACM.
  • Wecker, C. & Fischer, F. (2010). Fading instructional scripts: Preventing relapses into novice strategies by distributed monitoring. In K. Gomez, L. Lyons & J. Radinsky (Hrsg.), Learning in the Disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS 2010). Bd. 1: Full Papers (S. 794-801). Chicago, IL: International Society of the Learning Sciences.
  • Wecker, C., Kollar, I., Fischer, F. & 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 (Volume 1) (S. 810–817). Chicago, IL: International Society of the Learning Sciences.
  • Zottmann, J., Goeze, A., Fischer, F. & Schrader, J. (2010). Facilitating the Analytical Competency of Pre-Service Teachers with Digital Video Cases: Effects of Hyperlinks to Conceptual Knowledge and Multiple Perspectives. In T. Seufert, G. Corbalan, J. Zumbach & B. Ligorio (Eds.), Instructional Design for motivated and competent learning in a digital world. Program Book of the EARLI SIG 6 & 7 Conference 2010 (pp. 50-52). Ulm: Ulm University.
  • Zottmann, J., Goeze, A., Fischer, F., Schrader, J., & Hartz, S. (2010). Förderung diagnostischer Kompetenz mit digitalen Videofällen: Effekte von multiplen Perspektiven bei Lehrenden mit unterschiedlichem Vorwissen. In B. Schwarz, P. Nenniger & R. S. Jäger (Hrsg.), Erziehungswissenschaftliche Forschung - nachhaltige Bildung. Beiträge zur 5. DGfE-Sektionstagung "Empirische Bildungsforschung"/ AEPF-KBBB im Frühjahr 2009 (Erziehungswissenschaft, Bd. 29). Landau: Verlag Empirische Pädagogik.

Forschungs-Praxis-Transfer/ Dissemination

  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Content of the continuing education course on reciprocal collaboration: In the Czech Republic, Finland, Germany, the Netherlands and Sweden. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Continuing education course – A course design: National plans based on the results from the 2AgePro project. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Guide on the reciprocal collaboration between teachers. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Recommendations for the policy makers. Oulu: University of Oulu: Learning and Research Services.
  • Achterberg, F., Cernochovà, M., Fischer, F., Haak, E., Heikkinen, P., Kahlert, J., et al. (2010). Report of the pilots. Oulu: University of Oulu: Learning and Research Services.