Lenka Schnaubert
Lenka Schnaubert
Bestätigte E-Mail-Adresse bei
Zitiert von
Zitiert von
Exploring feedback and student characteristics relevant for personalizing feedback strategies
S Narciss, S Sosnovsky, L Schnaubert, E Andrès, A Eichelmann, ...
Computers & Education 71, 56-76, 2014
The cognitive-affective-social theory of learning in digital environments (CASTLE)
S Schneider, M Beege, S Nebel, L Schnaubert, GD Rey
Educational Psychology Review 34 (1), 1-38, 2022
Providing different types of group awareness information to guide collaborative learning
L Schnaubert, D Bodemer
International Journal of Computer-Supported Collaborative Learning 14, 7-51, 2019
Group awareness tools for computer-supported collaborative learning
D Bodemer, J Janssen, L Schnaubert
International handbook of the learning sciences, 351-358, 2018
Typische Fehler bei der Addition und Subtraktion von Brüchen–Ein Review zu empirischen Fehleranalysen
A Eichelmann, S Narciss, L Schnaubert, E Melis
Journal für Mathematik-Didaktik 1 (33), 29-57, 2012
Prompting and visualising monitoring outcomes: Guiding self-regulatory processes with confidence judgments
L Schnaubert, D Bodemer
Learning and Instruction 49, 251-262, 2017
Assumptions and confidence of others: The impact of socio-cognitive information on metacognitive self-regulation
L Schnaubert, S Krukowski, D Bodemer
Metacognition and Learning 16 (3), 855-887, 2021
Group awareness and regulation in computer-supported collaborative learning
L Schnaubert, D Bodemer
International Journal of Computer-Supported Collaborative Learning 17 (1), 11-38, 2022
Integrating collaboration scripts, group awareness, and self-regulation in computer-supported collaborative learning
L Schnaubert, F Vogel
International Journal of Computer-Supported Collaborative Learning 17 (1), 1-10, 2022
Perceived social resources affect help-seeking and academic outcomes in the initial phase of undergraduate studies
C Schlusche, L Schnaubert, D Bodemer
Frontiers in Education 6, 732587, 2021
How socio-cognitive information affects individual study decisions
L Schnaubert, D Bodemer
Singapore: International Society of the Learning Sciences, 2016
Student behavior in error-correction-tasks and its relation to perception of competence
L Schnaubert, E Andrès, S Narciss, A Eichelmann, G Goguadze, E Melis
Towards Ubiquitous Learning: 6th European Conference of Technology Enhanced …, 2011
What interdependence can tell us about collaborative learning: A statistical and psychological perspective
L Schnaubert, D Bodemer
Research and Practice in Technology Enhanced Learning 13, 1-18, 2018
Analysing the relationship between mental load or mental effort and metacomprehension under different conditions of multimedia design
L Schnaubert, S Schneider
Frontiers in Education 6, 648319, 2022
A psychological perspective on data processing in cognitive group awareness tools
L Schnaubert, L Harbarth, D Bodemer
Combining scripts, group awareness tools and self-regulated learning–theoretical implications and practical implementations
L Schnaubert, F Vogel, D Bodemer, F Fischer, A Radkowitsch, ...
International Society of the Learning Sciences (ISLS), 2020
Subjective validity ratings to support shared knowledge construction in CSCL
L Schnaubert, D Bodemer
Exploring the material conditions of learning: The computer supported …, 2015
Social-distance education: Struggling with cognition, emotion or motivation during SRL?
L Schnaubert, B Herold
Cognitive group awareness tools: versatile devices to guide learners towards discrepancies
L Schnaubert, S Heimbuch, M Erkens, D Bodemer
Group awareness information to support academic help-seeking
C Schlusche, L Schnaubert, D Bodemer
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