|
2025
|
Stark, Katharina Sophie, Wekerle, Christina, Bischoff, Alena, Schweiger, Moritz, Peuschel, Kristina, Proske, Kerstin, Weckerle, Birgit, Vettermann, Lisa, & Schindler, Ann-Kathrin (2025). A heuristic framework for video-based teaching and learning scenarios in higher education. Journal of Research on Technology in Education, 57(2), 405-416. https://doi.org/10.1080/15391523.2023.2242980
PDF | BibTeX | RIS | DOI |
|
2024
|
Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation. jero - Journal for Educational Research Online, 16(1), 1-37.
BibTeX | RIS | URL |
?zbek, Tugce, Greisel, Martin, Wekerle, Christina, & Kollar, Ingo (2024). Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study. J. Clarke-Midura, Ingo Kollar, X. Gu, C. D'Angelo (Eds.), 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024: proceedings(pp. 99-106). Buffalo, NY: International Society of the Learning Sciences (ISLS). https://doi.org/10.22318/cscl2024.633786
PDF | BibTeX | RIS | DOI |
Heiler, Katharina, Wekerle, Christina, Bischoff, Alena, Schweiger, Moritz, Peuschel, Kristina, Proske, Kerstin, Weckerle, Birgit, Vettermann, Lisa, & Schindler, Ann-Kathrin (2024). Ein heuristisches Rahmenmodell für videobasierte Lehr-Lernszenarien in der Hochschullehre [Poster]. 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), 18.-20. M?rz 2024, Potsdam.
PDF | BibTeX | RIS |
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. Education and Information Technologies, 29, 6139-6161. https://doi.org/10.1007/s10639-023-12047-2
PDF | BibTeX | RIS | DOI |
?zbek, Tugce, Greisel, Martin, Wekerle, Christina, Gegenfurtner, Andreas, & Kollar, Ingo (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. Frontiers in Psychology, 15, 1410152. https://doi.org/10.3389/fpsyg.2024.1410152
PDF | BibTeX | RIS | DOI |
|
2023
|
Fey, Carl-Christian, Wekerle, Christina, Beckmann, Inke, Schr?der, Arne, & Kollar, Ingo (2023). Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre. Zeitschrift für Hochschulentwicklung, 18(3), 275-294. https://doi.org/10.21240/zfhe/18-03/14
PDF | BibTeX | RIS | DOI |
Wekerle, Christina (2023). Exploring (typical) technology-enhanced learning activities in higher education and their effects on students' cognitive and affective-motivational learning outcomes. 20th Biennial EARLI Conference, Thessaloniki, Greece, 22-26 August 2023.
BibTeX | RIS |
Wekerle, Christina, Kaistra, Eva, Dufter, Johanna, & Kollar, Ingo (2023). Ist weniger mehr? Die Effekte von Fading von L?sungsbeispielen auf die professionelle Wahrnehmung technologiegestützten Unterrichts von Lehramtsstudierenden. Fachtagung P?dagogische Psychologie (PAEPS), Kiel, 18.-20. September 2023.
BibTeX | RIS |
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. Psychology Learning & Teaching, 22(1), 20-38. https://doi.org/10.1177/14757257221113942
PDF | BibTeX | RIS | DOI |
Krause-Wichmann, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2023). Promoting future teachers' evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. Frontiers in Education, 8, 1001523. https://doi.org/10.3389/feduc.2023.1001523
PDF | BibTeX | RIS | DOI |
|
2022
|
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance. Clark Chinn, Edna Tan, Carol Chan, Yael Kali (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022, Hiroshima, Japan, 6-10 June 2022(pp. 456-463). International Society of the Learning Sciences (ISLS).
PDF | BibTeX | RIS | URL |
Wekerle, Christina & Kollar, Ingo (2022). Effekte individueller und kontextueller Faktoren auf die evidenz- und erfahrungsorientierte Reflexion mediengestützten Unterrichts von Lehramtsstudierenden. In Andreas Hartinger, Markus Dresel, Eva Matthes, Ulrike E. Nett, Kristina Peuschel, & Andreas Gegenfurtner (Eds.), Lehrkr?fteprofessionalit?t im Umgang mit Heterogenit?t: theoretische Konzepte, F?rderans?tze, empirische Befunde (pp. 115-129). Münster: Waxmann.
PDF | BibTeX | RIS |
Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2022). F?rderung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Lehrtexten mit Anwendungsbezug und unterschiedlich stark strukturierten Probleml?seprompts. 9. GEBF-Tagung der Gesellschaft für Empirische Bildungsforschung, Bamberg, 9.-11. M?rz 2022, virtuell.
BibTeX | RIS |
Wekerle, Christina (2022). 伟德国际_伟德国际1946$娱乐app游戏iendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte. Dissertation, Universit?t Augsburg. .
PDF | BibTeX | RIS |
Sailer, Michael, Wekerle, Christina, & Petko, Dominik (2022). New ways to investigate teachers' and students' technology use - applying the ICAP model to TEL research. EARLI SIG 6 & 7 Conference 2022, Zollikofen, Switzerland, 22-24 August 2022.
BibTeX | RIS |
Wekerle, Christina & Daumiller, Martin (2022). Technologiegestützte Lehre, aber wie? Kognitive und motivational-affektive Effekte unterschiedlicher technologiegestützter Lernaktivit?ten. DGPs Congress 2022 - 52. Kongress der Deutschen Gesellschaft für Psychologie, Hildesheim, 10.-15. September 2022.
BibTeX | RIS |
Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Technology-enhanced learning activities, cognitive and affective-motivational learning outcomes in higher education – how are they related?. EARLI SIG 6 & 7 Conference, Zollikofen, Switzerland, 22-24 August 2022.
BibTeX | RIS |
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service passive vs. constructive engagement on technology acceptance. EARLI SIG 11 Conference on Teaching and Teacher Education, Oldenburg, Germany, 22-24 June 2022.
BibTeX | RIS |
?zbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). The effects of pre-service teachers' passive vs. constructive engagement on technology acceptance. EARLI SIG11 Conference 2022, Oldenburg, Germany, 22nd - 24th June 2022.
BibTeX | RIS |
Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education, 54(1), 1-17. https://doi.org/10.1080/15391523.2020.1799455
PDF | BibTeX | RIS | DOI |
| Wekerle, Christina & Kollar, Ingo (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans. Technology Pedagogy and Education, 31(5), 597-614. https://doi.org/10.1080/1475939X.2022.2083669 |
