1. Learning by explaining orally or in written form? Text complexity matters. (August 2020) Authors: Jacob, Leonie; Lachner, Andreas; Scheiter, Katharina Journal: Learning and instruction Issue: Volume 68(2020) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
2. Professional knowledge or motivation? Investigating the role of teachers' expertise on the quality of technology-enhanced lesson plans. (April 2020) Authors: Backfisch, Iris; Lachner, Andreas; Hische, Christoff; Loose, Frank; Scheiter, Katharina Journal: Learning and instruction Issue: Volume 66(2020) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
3. Fostering pre-service teachers' technological pedagogical content knowledge (TPACK): A quasi-experimental field study. (December 2021) Authors: Lachner, Andreas; Fabian, Armin; Franke, Ulrike; Preiß, Judith; Jacob, Leonie; Führer, Carolin; Küchler, Uwe; Paravicini, Walther; Randler, Christoph; Thomas, Philipp Journal: Computers & education Issue: Volume 174(2021) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
4. It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality. Issue 2 (15th March 2022) Authors: Omarchevska, Yoana; Lachner, Andreas; Richter, Juliane; Scheiter, Katharina Journal: Journal of the learning sciences Issue: Volume 31:Issue 2(2022) Page Start: 237 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
5. Do school students' academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations?. (June 2022) Authors: Jacob, Leonie; Lachner, Andreas; Scheiter, Katharina Journal: Computers & education Issue: Volume 182(2022) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
6. Facilitating open science practices for research syntheses: PreregRS guides preregistration. (2nd February 2022) Authors: Schneider, Jürgen; Backfisch, Iris; Lachner, Andreas Journal: Research synthesis methods Issue: Volume 13:Number 2(2022) Page Start: 284 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
7. It's better when I see it: Students benefit more from open‐book than closed‐book teaching. Issue 6 (12th November 2022) Authors: Sibley, Leonie; Fiorella, Logan; Lachner, Andreas Journal: Applied cognitive psychology Issue: Volume 36:Issue 6(2022) Page Start: 1347 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
8. Self‐concept but not prior knowledge moderates effects of different implementations of computer‐assisted inquiry learning activities on students' learning. (5th April 2022) Authors: Richter, Juliane; Lachner, Andreas; Jacob, Leonie; Bilgenroth, Friederike; Scheiter, Katharina Journal: Journal of computer assisted learning Issue: Volume 38:Number 4(2022) Page Start: 1141 Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
9. Teachers' technology use for teaching: Comparing two explanatory mechanisms. (August 2021) Authors: Backfisch, Iris; Scherer, Ronny; Siddiq, Fazilat; Lachner, Andreas; Scheiter, Katharina Journal: Teaching and teacher education Issue: Volume 104(2021) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗
10. Learning by writing explanations: Is explaining to a fictitious student more effective than self-explaining?. (August 2021) Authors: Lachner, Andreas; Jacob, Leonie; Hoogerheide, Vincent Journal: Learning and instruction Issue: Volume 74(2021) Page Start: Record Type: Journal Article View Content: Available online (eLD content is only available in our Reading Rooms) ↗