Author:
Schneider Sascha,Beege Maik,Nebel Steve,Rey Günter Daniel
Publisher
Springer Fachmedien Wiesbaden
Reference127 articles.
1. Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18–32. https://doi.org/10.1037/a0022086.
2. Aleven, V., McLaughlin, E. A., Glenn, R. A., & Koedinger, K. R. (2016). Instruction based on adaptive learning technologies. In R. E. Mayer & P. Alexander (Hrsg.), Handbook of research on learning and instruction. Routledge.
3. Aleven, V. A. W. M. M., & Koedinger, K. R. (2002). An effective metacognitive strategy: Learning by doing and explaining with a computer-based cognitive tutor. Cognitive Science: A Multidisciplinary Journal, 26, 147–179. https://doi.org/10.1207/s15516709cog2602_1.
4. Apps, T., Beckman, K., Bennett, S., Dalgarno, B., Kennedy, G., & Lockyer, L. (2019). The role of social cues in supporting students to overcome challenges in online multi-stage assignments. The Internet and Higher Education, 42, 25–33. https://doi.org/10.1016/j.iheduc.2019.03.004.
5. Ayres, P. L. (1993). Why goal-free problems can facilitate learning. Contemporary Educational Psychology, 18(3), 376–381. https://doi.org/10.1006/ceps.1993.1027.