Cornelia Schoor
TitelZitiert vonJahr
Exploring regulatory processes during a computer-supported collaborative learning task using process mining
C Schoor, M Bannert
Computers in Human Behavior 28 (4), 1321-1331, 2012
Motivation in a computer-supported collaborative learning scenario and its impact on learning activities and knowledge acquisition
C Schoor, M Bannert
Learning and Instruction 21 (4), 560-573, 2011
Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts
C Schoor, S Narciss, H Körndle
Educational Psychologist 50 (2), 97-119, 2015
Role of dual task design when measuring cognitive load during multimedia learning
C Schoor, M Bannert, R Brünken
Educational Technology Research and Development 60 (5), 753-768, 2012
Utility of reading—Predictor of reading achievement?
C Schoor
Learning and Individual Differences 45, 151-158, 2016
Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen
C Schoor
Logos Verlag, 2010
Effects of feeding back the motivation of a collaboratively learning group
C Schoor, S Kownatzki, S Narciss, H Körndle
Universidad de Almería, 2014
Methodological constraints for detecting the modality effect
C Schoor, M Bannert, V Jahn
Universidad de Almería, 2011
Checklist for a didactically sound design of elearning content
C Schoor, H Körndle
eLearning Papers, elearningeuropa. info, ISSN 1542, 2012, 1887
Validating process variables of sourcing in an assessment of multiple document comprehension
C Hahnel, U Kroehne, F Goldhammer, C Schoor, N Mahlow, C Artelt
British Journal of Educational Psychology 89 (3), 524-537, 2019
Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning
C Schoor, M Bannert
The role of cognitive load in university students' comprehension of multiple documents
C Hahnel, C Schoor, U Kroehne, F Goldhammer, N Mahlow, C Artelt
Zeitschrift für Pädagogische Psychologie, 2019
The effect of the wording of multiple documents on learning
C Schoor, N Melzner, C Artelt
Zeitschrift für Pädagogische Psychologie, 2019
Assessing motivation and regulation in computer-supported individual and collaborative learning
C Schoor, A Deiglmayr
15th Biennal Conference of the European Association for Research in Learning …, 2013
Limitaciones metodológicas para detectar el efecto de la modalidad
C Schoor, M Bannert, V Jahn
Electronic Journal of Research in Educational Psychology 9 (3), 1183-1196, 2011
Motivation and knowledge acquisition during computer supported collaborative learning
C Schoor, M Bannert
International Journal of Psychology 43 (3-4), 2008
C Schoor
Promoting Reading Goals and Strategy Knowledge to Improve University Students’ Com
R Cerdán
KoKoHs Working Papers No. 12, 10, 0
MultiTex–Process-based Assessment of Multiple Documents Comprehension
C Schoor, C Artelt, U Kröhne, F Goldhammer, K Lockl, HG Roßbach
KoKoHs Working Papers No. 11, 15, 0
Richtlinien zur formalen Gestaltung von Hausarbeiten, Magister-, Bachelor-und Masterarbeiten
C Schoor
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