Renate Motschnig
Biographic Data
| ID | 5454678 |
|---|---|
| NAME | Renate Motschnig |
| GIVEN NAMES | Renate |
| FAMILY NAME | Motschnig |
| SIGNATURE | MOTSCHNIG R |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0003-1685-8338 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 4 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Navigating the doctorate together
Objective Meaningful peer and social interactions, sustained support, and collaborative engagement are critical to academic success and well-being, yet guidance on intentionally designing hybrid doctoral learning communities remains limited. This study explores a biweekly hybrid doctoral seminar on educational innovation and digital transformation, designed as a Significant Learning Community (SILC) grounded in Rogers's person-centered significan…
Pre-Service Teachers’ Digital Competence
In our digital era, pre-service teachers need profound professional digital competences to be able to effectively foster their learners’ digital skills. Studies pointing to a lack of integration of digital competences at secondary schools demonstrate the need for research and action to foster professional digital skills in teacher education. Using a mixed methods approach and based on the DigCompEdu framework, this paper presents the results of a…
Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning
Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack o…
Toward a Cognitive-Emotional Model of Rogers's Person-Centered Approach
Toward a Cognitive-Emotional Model of Rogers's Person-Centered Approach
Pre-Service Teachers’ Perceptions of Their Digital Competencies and Ways to Acquire Those through Their Studies and Self-Organized Learning
Rapid digitalization and the fast rise of generative AI tools pose fresh challenges to educational institutions, teachers, and students. Teachers of all subjects are expected to pass on key digital competencies along with subject-related knowledge to facilitate students’ employability and navigation in a society characterized by the impact of digital technology in all areas of life. However, several studies have shown that there is still a lack o…
Pre-Service Teachers’ Digital Competence
In our digital era, pre-service teachers need profound professional digital competences to be able to effectively foster their learners’ digital skills. Studies pointing to a lack of integration of digital competences at secondary schools demonstrate the need for research and action to foster professional digital skills in teacher education. Using a mixed methods approach and based on the DigCompEdu framework, this paper presents the results of a…
Navigating the doctorate together
Objective Meaningful peer and social interactions, sustained support, and collaborative engagement are critical to academic success and well-being, yet guidance on intentionally designing hybrid doctoral learning communities remains limited. This study explores a biweekly hybrid doctoral seminar on educational innovation and digital transformation, designed as a Significant Learning Community (SILC) grounded in Rogers's person-centered significan…
Psychology (3 works) · Business (2 works) · Digital literacy in education (2 works) · Mathematics education (2 works) · Technology-Enhanced Education Studies (2 works) · Thematic analysis (2 works) · Advertising (1 work) · Autonomy (1 work) · Call to action (1 work) · Citizen journalism (1 work)