Ingo Kollar
YOU?
Author Swipe
View article: Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis
Enhancing the Peer-Feedback Process Through Instructional Support: A Meta-Analysis Open
Peer-feedback can be an effective method to support learning. However, students often require instructional support to provide and process peer-feedback effectively. Previous research used various types of instructional support to improve …
View article: Validating the concept of immediacy of strategy use for the regulation of collaborative learning: Results from an expert study
Validating the concept of immediacy of strategy use for the regulation of collaborative learning: Results from an expert study Open
During collaborative learning, different types of regulation problems such as cognitive, metacognitive, motivational, and emotional problems between group members may hinder the learning process. Once groups have noticed a problem, they ne…
View article: Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?
Do students’ beliefs and orientations toward peer feedback predict peer feedback quality and perceptions? Open
The effectiveness of peer feedback is likely to depend on beliefs and orientations toward peer feedback. Therefore, we investigate to what extent they predict (a) the quality of the feedback that students provide to their peers and (b) the…
View article: Friendship or feedback? – Relations between computer science students’ goals, technology acceptance, use of an online peer feedback tool, and learning
Friendship or feedback? – Relations between computer science students’ goals, technology acceptance, use of an online peer feedback tool, and learning Open
Computer-supported peer feedback offers great potential to enhance students' learning. Yet, students sometimes do not use computer-supported peer feedback opportunities, which partially can be the result of low technology acceptance. The U…
View article: How do different goals affect students’ internal collaboration script configurations? Results of an epistemic network analysis study
How do different goals affect students’ internal collaboration script configurations? Results of an epistemic network analysis study Open
Introduction Research has suggested that how learners act in CSCL environments is considerably influenced by their internal collaboration scripts. These scripts are knowledge structures that reside in an individual’s memory and consist of …
View article: Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?
Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration? Open
Background University students frequently prepare for exams or presentations in self-organized study groups. For this purpose, they often use videoconferencing software. During their collaboration, they need to regulate emerging problems t…
View article: Supporting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of Feedback Provision and Feedback Integration Scaffolds
Supporting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of Feedback Provision and Feedback Integration Scaffolds Open
Having pre-service teachers provide and receive peer-feedback on their analyses of authentic classroom problems may help them acquire evidence-informed reasoning skills. However, without instructional guidance, students may struggle to pro…
View article: Scaffolding the Peer-Feedback Process: A Meta-Analysis
Scaffolding the Peer-Feedback Process: A Meta-Analysis Open
Peer-feedback can be supported by formal or subject-matter-related scaffolds. However, it is unclear whether these scaffolds differ in their effects on process-related and outcome-related variables. In our meta-analysis including N=22 stud…
View article: Do Different Goals Affect the Configuration of University Students' Internal Collaboration Scripts? Results of an Epistemic Network Analysis Study
Do Different Goals Affect the Configuration of University Students' Internal Collaboration Scripts? Results of an Epistemic Network Analysis Study Open
Computer-supported collaborative learning (CSCL) offers a great potential for student learning. However, its successfulness is influenced by learners' internal collaboration scripts. Drawing from Script Theory of Guidance (SToG), which pos…
View article: Relations between pre-service teacher gaze, teacher attitude, and student ethnicity
Relations between pre-service teacher gaze, teacher attitude, and student ethnicity Open
In classrooms, ethnic minority students are often confronted with several disadvantages – such as lower academic achievement, more negative teacher attitudes, and less teacher recognition – which are all well examined in educational resear…
View article: Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study
Guiding pre-service teachers’ visual attention through instructional settings: an eye-tracking study Open
In complex classroom situations, pre-service teachers often struggle to identify relevant information. Consequently, classroom videos are widely used to support pre-service teachers’ professional vision. However, pre-service teachers need …
View article: Friends or Feedback? – Computer Science Students’ Goals and Their Intention to Use a Feedback-Tool
Friends or Feedback? – Computer Science Students’ Goals and Their Intention to Use a Feedback-Tool Open
A lack of technology acceptance might hinder students from using educational technology.The UTAUT-model specifies performance expectancy, effort expectancy and facilitating conditions as relevant factors that influence the intention to use…
View article: How to Use Theory to Implement Natural Language Processing for Peer-Feedback
How to Use Theory to Implement Natural Language Processing for Peer-Feedback Open
Whenever learners produce text, natural language processing (NLP) has great potential to improve learning.Theories from learning sciences should guide the implementation of NLP into concrete learning scenarios.However, theoretical concepts…
View article: Perceptions Predict Problem Regulation? The Role of Homogeneous Problem Perception for Successful Regulation in Collaborative Learning
Perceptions Predict Problem Regulation? The Role of Homogeneous Problem Perception for Successful Regulation in Collaborative Learning Open
Collaborative learning does not always yield positive results. One problem might be that group members have different problem perceptions and fall short in homogenizing them. Yet, little is known whether a homogenous problem perception and…
View article: Putting ICAP to the test: How are technology-enhanced learning ac-tivities related to cognitive and affective-motivational learning out-comes in higher education?
Putting ICAP to the test: How are technology-enhanced learning ac-tivities related to cognitive and affective-motivational learning out-comes in higher education? Open
Digital technology is considered to have great potential to promote learning in higher education, especially when instructors stimulate high-quality learning activities such as constructive and in-teractive learning activities instead of a…
View article: Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda
Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda Open
Advancements in artificial intelligence are rapidly increasing. The new‐generation large language models, such as ChatGPT and GPT‐4, bear the potential to transform educational approaches, such as peer‐feedback. To investigate peer‐feedbac…
View article: Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving
Promoting future teachers’ evidence-informed reasoning scripts: Effects of different forms of instruction after problem-solving Open
Pre-service teachers face difficulties when dealing with problem situations in the classroom if their evidence-informed reasoning script (EIRS) is not adequately developed. An EIRS might be promoted by demonstrating how to implement eviden…
View article: Editorial: Evidence-informed reasoning of pre- and in-service teachers
Editorial: Evidence-informed reasoning of pre- and in-service teachers Open
Evidence-informed reasoning as an important requirement for pre- and in-service teachers How can I help my students acquire the skill of dividing fractions? How can I increase my students' learning motivation? What is the reason for Fiona'…
View article: How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?
How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning? Open
It has been suggested that self-organized study groups need to regulate their learning at three levels: the self-, the co-, and the socially shared level. Yet, little is known about how individual learner characteristics influence these re…
View article: Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?
Pre-service Teachers’ Evidence-Informed Reasoning: Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? Open
Using the theory of planned behavior, we investigated whether attitudes, subjective norms, and self-efficacy facilitate pre-service teachers’ engagement in evidence-informed reasoning about classroom problems. N = 157 pre-service teachers …
View article: Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans
Using technology to promote student learning? An analysis of pre- and in-service teachers’ lesson plans Open
Technology may promote student engagement in high-level learning processes in the classroom. Yet, whether teachers really exploit technology’s potential to support student learning depends on their expertise. The authors compared pre-servi…