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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
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
1732015
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
1592012
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
1022011
Role of dual task design when measuring cognitive load during multimedia learning
C Schoor, M Bannert, R Brünken
Educational Technology Research and Development 60, 753-768, 2012
512012
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
382019
Utility of reading—Predictor of reading achievement?
C Schoor
Learning and Individual Differences 45, 151-158, 2016
312016
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
242020
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
232019
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
172020
Multiple document comprehension of university students: Test development and relations to person and process characteristics
C Schoor, C Hahnel, N Mahlow, J Klagges, U Kroehne, F Goldhammer, ...
Student learning in German higher education: Innovative measurement …, 2020
162020
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
142021
Effects of feeding back the motivation of a collaboratively learning group
C Schoor, S Kownatzki, S Narciss, H Körndle
Otto-Friedrich-Universität, 2014
112014
Die Bedeutung von Motivation für Wissenserwerbsprozesse beim computerunterstützten kooperativen Lernen
C Schoor
Logos Verlag, 2010
102010
The effect of the wording of multiple documents on learning
C Schoor, N Melzner, C Artelt
Zeitschrift für Pädagogische Psychologie, 2019
92019
Checklist for a didactically sound design of elearning content
C Schoor, H Körndle
ELearning Papers, Elearningeuropa. info, ISSN: 1887-1542, 2012
82012
Automated and controlled processes in comprehending multiple documents
C Hahnel, F Goldhammer, U Kroehne, N Mahlow, C Artelt, C Schoor
Studies in higher education 46 (10), 2074-2086, 2021
72021
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
72020
Effects of context and discrepancy when reading multiple documents
C Schoor, JF Rouet, MA Britt
Reading and Writing 36 (5), 1111-1143, 2023
62023
Science-utility and science-trust associations and how they relate to knowledge about how science works
C Schoor, A Schütz
Plos one 16 (12), e0260586, 2021
62021
Methodological constraints for detecting the modality effect
C Schoor, M Bannert, V Jahn
Universidad de Almería, 2011
62011
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