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Person

Ingo Kollar

Psychologe

Name	Ingo Kollar
Zeit	ca. 20. / 21. Jh. (Lebensdaten)
Ort	München (Geburtsort) Deutschland
Geschlecht	männlich
Akademischer Grad bzw. Titel	Prof. Dr.
Beruf	Psychologe (charakteristischer Beruf) Hochschullehrer
Themengebiet	Personen zu Bildungswesen Personen zu Psychologie
Weitere Angaben	Seit 1.10.2015 Professor für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie an der Universität Augsburg (Stand 06/2018)
Quelle	https://www.philso.uni-augsburg.de/lehrstuehle/psychologie/psycho2/team/kollar/ (Stand:27.06.2018)
Datensatztyp	Person
GND-Nummer	1161835601
Datensatz-ID	1161835601
Beteiligt an alle anzeigen Do students' beliefs and orientations toward peer feedback predict peer feedback quality and perceptions? Discursive resilience – countering polarization and fragmentation in (social) media discourse Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter? Friendship or feedback? – Relations between computer science students' goals, technology acceptance, use of an online peer feedback tool, and learning How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration? Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education Scaffolding the peer-feedback process: a meta-analysis Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter? (Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre Editorial: Evidence-informed reasoning of pre- and in-service teachers Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study How to use theory to implement natural language processing for peer-feedback Perceptions predict problem regulation? The role of homogeneous problem perception for successful regulation in collaborative learning Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems? Promoting future teachers’ evidence-informed reasoning scripts : Effects of different forms of instruction after problem-solving Relations between pre-service teacher gaze, teacher attitude, and student ethnicity Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda Examining the regulation of motivational and comprehension-related problems during collaborative learning "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples Examining the regulation of motivational and comprehension-related problems during collaborative learning Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte Pre-service Teachers’ Evidence-Informed Reasoning : Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems? Successful problem regulation in collaborative learning: how important is a homogenous problem perception? [Abstract] Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans "Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning "I just stand around and look friendly" - comparing medical students’ and physicians’ ward round scripts Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help? Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together? Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter? Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems? Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together? Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use Effective regulation in collaborative learning: an attempt to determine the fit of regulation challenges and strategies How to teach evidence-based practice in social work: a systematic review Psychologische Grundlagen des Medien- und Bildungsmanagements Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning Effects of expertise on teachers' technology-supported teaching scripts Evidence-based reasoning of pre-service teachers: a script perspective How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies Kooperationsskripts beim technologieunterstützten Lernen Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning Collaborative and individual scientific reasoning of pre-service teachers: new insights through Epistemic Network Analysis (ENA) Der Einfluss individueller kognitiver Ressourcen von Studierenden auf die Konstruktion von Beweisen Mathematisches Argumentieren und Beweisen - Struktur individuell-kognitiver und sozial-diskursiver Prozessmerkmale

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Katalog der Deutschen Nationalbibliothek

Ingo Kollar

Do students' beliefs and orientations toward peer feedback predict peer feedback quality and perceptions?

Discursive resilience – countering polarization and fragmentation in (social) media discourse

Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study

Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?

Friendship or feedback? – Relations between computer science students' goals, technology acceptance, use of an online peer feedback tool, and learning

How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study

Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?

Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education

Scaffolding the peer-feedback process: a meta-analysis

Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds

Using natural language processing to support peer‐feedback in the age of artificial intelligence: A cross‐disciplinary framework and a research agenda

Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback

Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?

(Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften

Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre

Editorial: Evidence-informed reasoning of pre- and in-service teachers

Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study

How to use theory to implement natural language processing for peer-feedback

Perceptions predict problem regulation? The role of homogeneous problem perception for successful regulation in collaborative learning

Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?

Promoting future teachers’ evidence-informed reasoning scripts : Effects of different forms of instruction after problem-solving

Relations between pre-service teacher gaze, teacher attitude, and student ethnicity

Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda

Examining the regulation of motivational and comprehension-related problems during collaborative learning

"It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance

Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples

Examining the regulation of motivational and comprehension-related problems during collaborative learning

Mediendidaktische Kompetenzen von Lehrpersonen – Bedingungen und Effekte

Pre-service Teachers’ Evidence-Informed Reasoning : Do Attitudes, Subjective Norms, and Self-Efficacy Facilitate the Use of Scientific Theories to Analyze Teaching Problems?

Successful problem regulation in collaborative learning: how important is a homogenous problem perception? [Abstract]

Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes

Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans

"Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning

"I just stand around and look friendly" - comparing medical students’ and physicians’ ward round scripts

Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning

Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

Source selection and source use as a basis for evidence-informed teaching: do pre-service teachers' beliefs regarding the utility of (non-)scientific information sources matter?

Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use

Effective regulation in collaborative learning: an attempt to determine the fit of regulation challenges and strategies

How to teach evidence-based practice in social work: a systematic review

Psychologische Grundlagen des Medien- und Bildungsmanagements

Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation

When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research

Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning

Effects of expertise on teachers' technology-supported teaching scripts

Evidence-based reasoning of pre-service teachers: a script perspective

How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies

Kooperationsskripts beim technologieunterstützten Lernen

Socio-Cognitive Scaffolding with Computer-Supported Collaboration Scripts: a Meta-Analysis

When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research

How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters

Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning

Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning

Collaborative and individual scientific reasoning of pre-service teachers: new insights through Epistemic Network Analysis (ENA)

Der Einfluss individueller kognitiver Ressourcen von Studierenden auf die Konstruktion von Beweisen

Mathematisches Argumentieren und Beweisen - Struktur individuell-kognitiver und sozial-diskursiver Prozessmerkmale