Andreas Lachner
Zitiert von
Zitiert von
Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning
K Wäschle, A Allgaier, A Lachner, S Fink, M Nückles
Learning and instruction 29, 103-114, 2014
Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans
I Backfisch, A Lachner, C Hische, F Loose, K Scheiter
Learning and Instruction 66, 101300, 2020
What makes an expert teacher? Investigating teachers’ professional vision and discourse abilities
A Lachner, H Jarodzka, M Nückles
Instructional Science 44 (3), 197-203, 2016
Bothered by abstractness or engaged by cohesion? Experts’ explanations enhance novices’ deep-learning.
A Lachner, M Nückles
Journal of Experimental Psychology: Applied 21 (1), 101, 2015
A test-based approach of modeling and measuring technological pedagogical knowledge.
A Lachner, I Backfisch, K Stürmer
Computers & Education, 2019
Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations
A Lachner, M Nückles
Instructional Science 44 (3), 221-242, 2016
Variability of teachers’ technology integration in the classroom: a matter of utility!
I Backfisch, A Lachner, K Stürmer, K Scheiter
Computers & Education 166, 104159, 2021
Providing Written or Oral Explanations? Differential Effects of the Modality of Explaining on Students' Conceptual Learning and Transfer
A Lachner, KT Ly, M Nückles
The Journal of Experimental Education, 1-18, 2018
Generating an instructional video as homework activity is both effective and enjoyable
V Hoogerheide, J Visee, A Lachner, T van Gog
Learning and Instruction 64, 101226, 2019
Formative computer-based feedback in the university classroom: Specific concept maps scaffold students' writing
A Lachner, C Burkhart, M Nückles
Computers in Human Behavior 72, 459-469, 2017
Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols
K Wäschle, A Lachner, B Stucke, S Rey, C Frömmel, M Nückles
Computers in Human Behavior 41, 120-136, 2014
Mind the Gap! Automated Concept Map Feedback Supports Students in Writing Cohesive Explanations.
A Lachner, C Burkhart, M Nückles
Journal of Experimental Psychology: Applied, 2017
Timing matters! Explaining between study phases enhances students’ learning.
A Lachner, I Backfisch, V Hoogerheide, T van Gog, A Renkl
Journal of Educational Psychology, 2020
Learning by explaining orally or in written form? Text complexity matters
L Jacob, A Lachner, K Scheiter
Learning and Instruction 68, 101344, 2020
Learning by writing explanations: computer-based feedback about the explanatory cohesion enhances students’ transfer
A Lachner, C Neuburg
Instructional Science, 2019
Diagnostik und Förderung selbstregulierten Lernens durch Self-Monitoring-Tagebücher
A Allgaier, A Lachner, B Stucke, S Rey, C Frömmel, S Fink, M Nückles
Zeitschrift für Hochschulentwicklung, 2011
Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study
A Lachner, A Fabian, U Franke, J Preiß, L Jacob, C Führer, U Küchler, ...
Computers & Education 174, 104304, 2021
Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?
A Lachner, L Jacob, V Hoogerheide
Learning and Instruction 74, 101438, 2021
DigitalPakt–was nun? Eine Positionierung aus Sicht der Lehr-Lernforschung
K Scheiter, A Lachner
Unterrichtswissenschaft 47 (4), 547-564, 2019
To teach or not to teach the conceptual structure of mathematics? Teachers undervalue the potential of principle-oriented explanations
A Lachner, M Weinhuber, M Nückles
Contemporary Educational Psychology, 2019
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