Is 'more' really more?: Results of a study on extended German grammar teaching.
- Published in:
- Pedagogical Linguistics, 2023, v. 4, n. 1, p. 77, doi. 10.1075/pl.21010.rot
- By:
- Publication type:
- Article
Works by Roelle, Julian
Results: 26
1
2
Test-Based Learning: Inconsistent Effects Between Higher- and Lower-Level Test Questions.
- Published in:
- Journal of Experimental Education, 2019, v. 87, n. 2, p. 299, doi. 10.1080/00220973.2018.1434756
- By:
- Publication type:
- Article
3
How Did It Get So Late So Soon? The Effects of Time Management Knowledge and Practice on Students' Time Management Skills and Academic Performance.
- Published in:
- Sustainability (2071-1050), 2022, v. 14, n. 9, p. 5097, doi. 10.3390/su14095097
- By:
- Publication type:
- Article
4
Generic preparation for upcoming explanations: intra- and inter-domain effects of a digital training intervention.
- Published in:
- Research & Practice in Technology Enhanced Learning, 2023, v. 18, p. 1, doi. 10.58459/rptel.2023.18008
- By:
- Publication type:
- Article
5
Analysis of online rubric platforms: advancing toward erubrics.
- Published in:
- Assessment & Evaluation in Higher Education, 2025, v. 50, n. 1, p. 31, doi. 10.1080/02602938.2024.2345657
- By:
- Publication type:
- Article
6
Example‐based learning: New theoretical perspectives and use‐inspired advances to a contemporary instructional approach.
- Published in:
- Applied Cognitive Psychology, 2020, v. 34, n. 4, p. 787, doi. 10.1002/acp.3706
- By:
- Publication type:
- Article
7
Providing worked examples for learning multiple principles.
- Published in:
- Applied Cognitive Psychology, 2020, v. 34, n. 4, p. 813, doi. 10.1002/acp.3653
- By:
- Publication type:
- Article
8
Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources.
- Published in:
- Discourse Processes, 2024, v. 61, n. 4/5, p. 233, doi. 10.1080/0163853X.2024.2339733
- By:
- Publication type:
- Article
9
Example-based learning: should learners receive closed-book or open-book self-explanation prompts?
- Published in:
- Instructional Science, 2020, v. 48, n. 6, p. 623, doi. 10.1007/s11251-020-09523-4
- By:
- Publication type:
- Article
10
Effects of comparing contrasting cases and inventing on learning from subsequent instructional explanations.
- Published in:
- Instructional Science, 2016, v. 44, n. 2, p. 147, doi. 10.1007/s11251-016-9368-y
- By:
- Publication type:
- Article
11
Two instructional aids to optimise processing and learning from instructional explanations.
- Published in:
- Instructional Science, 2014, v. 42, n. 2, p. 207, doi. 10.1007/s11251-013-9277-2
- By:
- Publication type:
- Article
12
The expertise reversal effect in prompting focused processing of instructional explanations.
- Published in:
- Instructional Science, 2013, v. 41, n. 4, p. 635, doi. 10.1007/s11251-012-9247-0
- By:
- Publication type:
- Article
13
Effects of Feedback on Learning Strategies in Learning Journals: Learner-Expertise Matters.
- Published in:
- International Journal of Cyber Behavior, Psychology & Learning, 2011, v. 1, n. 2, p. 16, doi. 10.4018/ijcbpl.2011040102
- By:
- Publication type:
- Article
14
Learning from Instructional Explanations: Effects of Prompts Based on the Active-Constructive-Interactive Framework.
- Published in:
- PLoS ONE, 2015, v. 10, n. 4, p. 1, doi. 10.1371/journal.pone.0124115
- By:
- Publication type:
- Article
15
Feedback in Reflective Journals Fosters Reflection Skills of Student Teachers.
- Published in:
- Psychology Learning & Teaching, 2021, v. 20, n. 1, p. 107, doi. 10.1177/1475725720966190
- By:
- Publication type:
- Article
16
Effects of Comparing Contrasting Cases on Learning From Subsequent Explanations.
- Published in:
- Cognition & Instruction, 2015, v. 33, n. 3, p. 199, doi. 10.1080/07370008.2015.1063636
- By:
- Publication type:
- Article
17
Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples.
- Published in:
- Metacognition & Learning, 2023, v. 18, n. 3, p. 923, doi. 10.1007/s11409-023-09347-w
- By:
- Publication type:
- Article
18
Rubrics enhance accuracy and reduce cognitive load in self-assessment.
- Published in:
- Metacognition & Learning, 2022, v. 17, n. 2, p. 627, doi. 10.1007/s11409-022-09302-1
- By:
- Publication type:
- Article
19
Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples.
- Published in:
- Metacognition & Learning, 2022, v. 17, n. 2, p. 565, doi. 10.1007/s11409-022-09293-z
- By:
- Publication type:
- Article
20
The keyword effect: A conceptual replication, effects on bias, and an optimization.
- Published in:
- Metacognition & Learning, 2021, v. 16, n. 1, p. 37, doi. 10.1007/s11409-020-09235-7
- By:
- Publication type:
- Article
21
How to Optimize Self-Assessment Accuracy in Cognitive Skill Acquisition When Learning from Worked Examples.
- Published in:
- Educational Psychology Review, 2024, v. 36, n. 3, p. 1, doi. 10.1007/s10648-024-09944-4
- By:
- Publication type:
- Article
22
Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing.
- Published in:
- Educational Psychology Review, 2024, v. 36, n. 2, p. 1, doi. 10.1007/s10648-024-09902-0
- By:
- Publication type:
- Article
23
When is Learning “Effortful”? Scrutinizing the Concept of Mental Effort in Cognitively Oriented Research from a Motivational Perspective.
- Published in:
- Educational Psychology Review, 2024, v. 36, n. 1, p. 1, doi. 10.1007/s10648-024-09852-7
- By:
- Publication type:
- Article
24
Happy Together? On the Relationship Between Research on Retrieval Practice and Generative Learning Using the Case of Follow-Up Learning Tasks.
- Published in:
- Educational Psychology Review, 2023, v. 35, n. 4, p. 1, doi. 10.1007/s10648-023-09810-9
- By:
- Publication type:
- Article
25
Synthesizing Cognitive Load and Self-regulation Theory: a Theoretical Framework and Research Agenda.
- Published in:
- Educational Psychology Review, 2020, v. 32, n. 4, p. 903, doi. 10.1007/s10648-020-09576-4
- By:
- Publication type:
- Article
26
The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning.
- Published in:
- Educational Psychology Review, 2020, v. 32, n. 4, p. 1089, doi. 10.1007/s10648-020-09541-1
- By:
- Publication type:
- Article