Alexander Renkl

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Prof. Dr. Heinz MandlLudwig Maximilians Universty MunichE-mail confirmado em psy.lmu.de
Matthias NücklesFull Professor of Educational ScienceE-mail confirmado em ezw.uni-freiburg.de
Kirsten BertholdBielefeld UniversityE-mail confirmado em uni-bielefeld.de
Inga Glogger-FreyFull Professor, University of ErfurtE-mail confirmado em uni-erfurt.de
Robert K. AtkinsonArizona State UniversityE-mail confirmado em asu.edu
Joerg WittwerUniversity of FreiburgE-mail confirmado em ezw.uni-freiburg.de
Prof. Dr. Tina SeidelProfessor for Educational Psychology, School of Social Sciences and Technology, TUME-mail confirmado em tum.de
Alexander EitelUniversity of Giessen, Department of Educational PsychologyE-mail confirmado em psychol.uni-giessen.de
Tino EndresUniversity of Zürich, Educational Technlogy; University of Freiburg, Department of PsychologyE-mail confirmado em ife.uzh.ch
Vincent AlevenProfessor of Human-Computer Interaction, Carnegie Mellon UniversityE-mail confirmado em andrew.cmu.edu
Werner RiessProfessor für Biologie und ihre Didaktik, PH FreiburgE-mail confirmado em ph-freiburg.de
Fred PaasProfessor of Educational Psychology, Erasmus University Rotterdam/Universities of Wollongong / UNSWE-mail confirmado em essb.eur.nl
Ron SaldenAssistant Professor, Heriot-Watt University MalaysiaE-mail confirmado em hw.ac.uk
Lars HolzaepfelProfessorE-mail confirmado em ph-freiburg.de
Julian RoelleRuhr University Bochum (Germany)E-mail confirmado em ruhr-uni-bochum.de
Cornelia GrosseJohannes Kepler University Linz, AustriaE-mail confirmado em jku.at
Markus H. HefterBielefeld UniversityE-mail confirmado em uni-bielefeld.de
Kristina ReissTUM School of EducationE-mail confirmado em tum.de
Johannes GurlittRP FreiburgE-mail confirmado em cognitive-tools.de
Katharina ScheiterUniversity of PotsdamE-mail confirmado em uni-potsdam.de

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Alexander Renkl

University of Freiburg (Germany)

E-mail confirmado em psychologie.uni-freiburg.de - Página inicial

Educational Psychology Educational Research Instructional Design


Título Ordenar por citações Ordenar por ano Ordenar por título	Citado por Citado por	Ano
Cognitive load theory and instructional design: Recent developments F Paas, A Renkl, J Sweller Educational psychologist 38 (1), 1-4, 2003	4212	2003
Learning from examples: Instructional principles from the worked examples research RK Atkinson, SJ Derry, A Renkl, D Wortham Review of educational research 70 (2), 181-214, 2000	1834	2000
Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture F Paas, A Renkl, J Sweller Instructional science 32 (1/2), 1-8, 2004	1792	2004
Learning from worked-out examples: A study on individual differences A Renkl Cognitive science 21 (1), 1-29, 1997	1089	1997
Träges Wissen: wenn Erlerntes nicht genutzt wird A Renkl Psychologische Rundschau 47 (2), 78-92, 1996	893	1996
Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective A Renkl, RK Atkinson Cognitive Load Theory, 15-22, 2016	853	2016
Worked-out examples: Instructional explanations support learning by self-explanations A Renkl Learning and instruction 12 (5), 529-556, 2002	745	2002
Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. RK Atkinson, A Renkl, MM Merrill Journal of educational psychology 95 (4), 774, 2003	690	2003
Toward an instructionally oriented theory of example‐based learning A Renkl Cognitive science 38 (1), 1-37, 2014	648	2014
Learning from worked-out examples: The effects of example variability and elicited self-explanations A Renkl, R Stark, H Gruber, H Mandl Contemporary educational psychology 23 (1), 90-108, 1998	646	1998
Situiertes lernen in multimedialen lernumgebungen H Mandl, H Gruber, A Renkl	639	1995
From example study to problem solving: Smooth transitions help learning A Renkl, RK Atkinson, UH Maier, R Staley The Journal of Experimental Education 70 (4), 293-315, 2002	539	2002
Inert knowledge: Analyses and remedies A Renkl, H Mandl, H Gruber Educational Psychologist 31 (2), 115-121, 1996	517	1996
Finding and fixing errors in worked examples: Can this foster learning outcomes? CS Große, A Renkl Learning and instruction 17 (6), 612-634, 2007	496	2007
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts K Berthold, M Nückles, A Renkl Learning and Instruction 17 (5), 564-577, 2007	495	2007
Five research-based heuristics for using video in pre-service teacher education G Blomberg, A Renkl, M Gamoran Sherin, H Borko, T Seidel Journal for educational research online 5 (1), 90-114, 2013	492	2013
The worked-out examples principle in multimedia learning. A Renkl Cambridge University Press, 2005	462	2005
Instructional strategies for using video in teacher education T Seidel, G Blomberg, A Renkl Teaching and teacher education 34, 56-65, 2013	445	2013
Was lernen wir in Schule und Hochschule: Träges Wissen? H Gruber, H Mandl, A Renkl Hogrefe, 2000	445	2000
Why instructional explanations often do not work: A framework for understanding the effectiveness of instructional explanations J Wittwer, A Renkl Educational Psychologist 43 (1), 49-64, 2008	416	2008

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