Theo dõi
Julian Roelle
Julian Roelle
Ruhr University Bochum (Germany)
Email được xác minh tại ruhr-uni-bochum.de - Trang chủ
Tiêu đề
Trích dẫn bởi
Trích dẫn bởi
Năm
The self-regulation-view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning
M Nückles, J Roelle, I Glogger-Frey, J Waldeyer, A Renkl
Educational Psychology Review 32, 1089-1126, 2020
2372020
Synthesizing cognitive load and self-regulation theory: a theoretical framework and research agenda
ABH de Bruin, J Roelle, SK Carpenter, M Baars, EFG-MRE
Educational Psychology Review 32, 903-915, 2020
1472020
Effects of incorporating retrieval into learning tasks: The complexity of the tasks matters
J Roelle, K Berthold
Learning and Instruction 49, 142–156, 2017
942017
Generative learning versus retrieval practice in learning from text: The cohesion and elaboration of the text matters
J Roelle, M Nückles
Journal of Educational Psychology 111, 1341-1361, 2019
872019
Do cognitive and metacognitive processes set the stage for each other?
J Roelle, C Nowitzki, K Berthold
Learning and Instruction 50, 54-64, 2017
782017
Effects of informing learners about the dangers of making overconfident judgments of learning
J Roelle, EM Schmidt, A Buchau, K Berthold
Journal of Educational Psychology 109 (1), 99-117, 2017
552017
The expertise reversal effect in prompting focused processing of instructional explanations
J Roelle, K Berthold
Instructional Science 41, 635-656, 2013
532013
The role of specificity, targeted learning activities, and prior knowledge for the effects of relevance instructions
J Roelle, N Lehmkuhl, MU Beyer, K Berthold
Journal of Educational Psychology 107 (3), 705-723, 2015
522015
Rubrics enhance accuracy and reduce cognitive load in self-assessment
R Krebs, B Rothstein, J Roelle
Metacognition and Learning 17 (2), 627-650, 2022
512022
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept
J Roelle, A Renkl
Journal of Educational Psychology 112, 131-147, 2020
512020
Two instructional aids to optimise processing and learning from instructional explanations
J Roelle, K Berthold, A Renkl
Instructional Science 42, 207-228, 2014
482014
Can generative learning tasks be optimized by incorporation of retrieval practice?
J Waldeyer, S Heitmann, J Moning, J Roelle
Journal of Applied Research in Memory and Cognition 9, 355-369, 2020
472020
How did it get so late so soon? The effects of time management knowledge and practice on students’ time management skills and academic performance
S Trentepohl, J Waldeyer, J Fleischer, J Roelle, D Leutner, J Wirth
Sustainability 14 (9), 5097, 2022
452022
Effects of comparing contrasting cases on learning from subsequent explanations
J Roelle, K Berthold
Cognition and Instruction 33 (3), 199-225, 2015
422015
Effects of feedback on learning strategies in learning journals: learner-expertise matters
J Roelle, K Berthold, S Fries
International Journal of Cyber Behavior, Psychology and Learning 1 (2), 16-30, 2011
412011
Example-based learning: The benefits of prompting organization before providing examples
J Roelle, S Hiller, K Berthold, S Rumann
Learning and Instruction 49, 1-12, 2017
392017
Example-based learning: should learners receive closed-book or open-book self-explanation prompts?
S Hiller, S Rumann, K Berthold, J Roelle
Instructional Science 48, 623-649, 2020
372020
Learning from instructional explanations: Effects of prompts based on the active-constructive-interactive framework
J Roelle, C Müller, D Roelle, K Berthold
PloS one 10 (4), e0124115, 2015
342015
Testing is more desirable when it is adaptive and still desirable when compared to note-taking
S Heitmann, A Grund, K Berthold, S Fries, J Roelle
Frontiers in Psychology, 2018
332018
The use of solved example problems for fostering strategies of self‐regulated learning in journal writing
J Roelle, S Krüger, C Jansen, K Berthold
Education Research International 2012 (1), 751625, 2012
332012
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