Cornelia Schoor
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
1202012
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
942015
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
822011
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
382012
Utility of reading—Predictor of reading achievement?
C Schoor
Learning and Individual Differences 45, 151-158, 2016
172016
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
152019
Effects of feeding back the motivation of a collaboratively learning group
C Schoor, S Kownatzki, S Narciss, H Körndle
Universidad de Almería, 2014
102014
Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen
C Schoor
Logos Verlag, 2010
82010
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
72020
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
72019
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
52020
Checklist for a didactically sound design of elearning content
C Schoor, H Körndle
ELearning Papers, Elearningeuropa. info, ISSN: 1887-1542, 2012
52012
Methodological constraints for detecting the modality effect
C Schoor, M Bannert, V Jahn
Universidad de Almería, 2011
52011
The effect of the wording of multiple documents on learning
C Schoor, N Melzner, C Artelt
Zeitschrift für Pädagogische Psychologie, 2019
32019
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
22020
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, 2020
22020
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
22013
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
12021
Automated and controlled processes in comprehending multiple documents
C Hahnel, F Goldhammer, U Kroehne, N Mahlow, C Artelt, C Schoor
Studies in Higher Education, 1-13, 2021
2021
Developing and Scaling a Test of Multiple Document Comprehension in University Students
C Schoor, C Hahnel, C Artelt, D Reimann, U Kroehne, F Goldhammer
DIAGNOSTICA 66 (2), 123-135, 2020
2020
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