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Cornelia Schoor
Cornelia Schoor
Leibniz-Institut für Bildungsverläufe
Bestätigte E-Mail-Adresse bei uni-bamberg.de - Startseite
Titel
Zitiert von
Zitiert von
Jahr
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
1342012
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
1292015
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
902011
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
432012
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
242019
Utility of reading—Predictor of reading achievement?
C Schoor
Learning and Individual Differences 45, 151-158, 2016
202016
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 33 (2), 105-118, 2019
142019
Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden
C Schoor, C Hahnel, C Artelt, D Reimann, U Kröhne, F Goldhammer
Diagnostica, 2020
102020
Multiple document comprehension of university students
C Schoor, C Hahnel, N Mahlow, J Klagges, U Kroehne, F Goldhammer, ...
Student learning in German higher education, 221-240, 2020
102020
Effects of feeding back the motivation of a collaboratively learning group
C Schoor, S Kownatzki, S Narciss, H Körndle
Electronic Journal of Research in Education Psychology 12 (32), 191-210, 2014
102014
Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen
C Schoor
Logos Verlag, 2010
102010
More than (single) text comprehension?–On university students’ understanding of multiple documents
N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor
Frontiers in psychology 11, 562450, 2020
92020
Checklist for a didactically sound design of elearning content
C Schoor, H Körndle
ELearning Papers, Elearningeuropa. info, ISSN: 1887-1542, 2012
72012
Instructed highlighting of text passages–Indicator of reading or strategic performance?
N Heyne, C Artelt, T Gnambs, K Gehrer, C Schoor
Lingua 236, 102803, 2020
62020
Methodological constraints for detecting the modality effect
C Schoor, M Bannert, V Jahn
Universidad de Almería, 2011
62011
The effect of the wording of multiple documents on learning
C Schoor, N Melzner, C Artelt
Zeitschrift für Pädagogische Psychologie, 2019
52019
Aspects of dynamics in motivation: What the cooperative situation and individual motivation contribute to motivation during computer-supported cooperative learning
C Schoor, M Bannert
opus, 2013
42013
Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome
C Schoor, JF Rouet, C Artelt, N Mahlow, C Hahnel, U Kroehne, ...
Learning and Individual Differences 88, 102018, 2021
22021
Motivationale Lernstrategien
M Bannert, C Schoor
na, 2008
22008
The role of domain-related epistemic beliefs for mastering cognitive requirements in multiple document comprehension
N Mahlow, C Hahnel, U Kroehne, C Artelt, F Goldhammer, C Schoor
Learning and Individual Differences 94, 102116, 2022
12022
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