Julian Roelle
Biographic Data
| ID | 6212815 |
|---|---|
| NAME | Julian Roelle |
| GIVEN NAMES | Julian |
| FAMILY NAME | Roelle |
| SIGNATURE | ROELLE J |
| AFFILIATIONS | Ruhr University Bochum |
| ORCID | 0000-0001-9581-9120 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Maintaining the outcomes of meaningful learning
Generative and Retrieval Tasks
Engaging in both generative tasks (main function: knowledge construction) and retrieval tasks (main function: knowledge consolidation) is a common means for supporting knowledge acquisition. In the present study, we investigated the role of task sequence (i.e., generative‐before‐retrieval vs. retrieval‐before‐generative) and its potential dependence on learning task delay (i.e., delay between initial study phase and follow‐up generative or retrie…
When interleaving feels easier than blocking
Learning by explaining through digital devices
Recent meta-analytical evidence shows that learning by explaining through digital devices (e.g., computers or tablets) is effective, but also reveals substantial heterogeneity in effect sizes. The present study was designed to shed light on two theoretically plausible moderators of such learning by digital explaining: the modality of (oral) explaining (audio + visual vs. audio only) and learners' level of the personality trait of extraversion. We…
Combining generative tasks and retrieval tasks
Both tasks designed to elicit generative activities (i.e., generative tasks) and tasks designed to elicit retrieval activities (i.e., retrieval tasks) can substantially foster learning after an initial study phase in which learners encountered new content. More specifically, in line with the theoretical notion that generative tasks serve the function of fostering the construction of mental representations, generative tasks have been found to subs…
Analysis of online rubric platforms
Rubrics play a crucial role in shaping educational assessment, providing clear criteria for both teaching and learning. The advent of online rubric platforms has the potential to significantly enhance the effectiveness of rubrics in educational contexts, offering innovative features for assessment and feedback through the creation of erubrics. This study presents a comprehensive analysis of 19 online rubric platforms structured around five resear…
Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources
We investigated how the sequence of presenting social media sources in an unsupervised inductive learning setting supports the acquisition of source evaluation skills in two different age groups.Participants were 63 upper and 59 lower secondary students.They had to identify characteristics of trustworthiness while studying sources labeled as trustworthy and untrustworthy presented in one of two ways: interleaved (alternating sequence) or blocked …
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept
Example-based learning often uses a design in which learners first receive basic instructional explanations of new principles and concepts and then examples thereof. In this sequence, it is crucial that learners self-explain by using the content of the basic instructional explanations to elaborate on the examples. Typically, learners are not provided with access to the basic instructional explanations while they engage in self-explaining. However…
Example-based learning
In learning from examples, students are often first provided with basic instructional explanations of new principles and concepts and second with examples thereof. In this sequence, it is important that learners self-explain by generating links between the basic instructional explanations’ content and the examples. Therefore, it is well established that learners receive self-explanation prompts. However, there is hardly any research on whether th…
The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing
Writing learning journals is a powerful tool to integrate self-regulated learning in classrooms. However, to exploit the full potential of journal writing, instructional support is needed that addresses the students’ deficits in the use of self-regulated learning strategies. A promising means to foster learning strategies in learning journals is the provision of solved example problems along with prompts. In a quasiexperimental field study, we pr…
No prominent works on this page.
The Use of Solved Example Problems for Fostering Strategies of Self-Regulated Learning in Journal Writing
Writing learning journals is a powerful tool to integrate self-regulated learning in classrooms. However, to exploit the full potential of journal writing, instructional support is needed that addresses the students’ deficits in the use of self-regulated learning strategies. A promising means to foster learning strategies in learning journals is the provision of solved example problems along with prompts. In a quasiexperimental field study, we pr…
Does an option to review instructional explanations enhance example-based learning? It depends on learners’ academic self-concept
Example-based learning often uses a design in which learners first receive basic instructional explanations of new principles and concepts and then examples thereof. In this sequence, it is crucial that learners self-explain by using the content of the basic instructional explanations to elaborate on the examples. Typically, learners are not provided with access to the basic instructional explanations while they engage in self-explaining. However…
Example-based learning
In learning from examples, students are often first provided with basic instructional explanations of new principles and concepts and second with examples thereof. In this sequence, it is important that learners self-explain by generating links between the basic instructional explanations’ content and the examples. Therefore, it is well established that learners receive self-explanation prompts. However, there is hardly any research on whether th…
Whom to believe? Fostering source evaluation skills with interleaved presentation of untrustworthy and trustworthy social media sources
We investigated how the sequence of presenting social media sources in an unsupervised inductive learning setting supports the acquisition of source evaluation skills in two different age groups.Participants were 63 upper and 59 lower secondary students.They had to identify characteristics of trustworthiness while studying sources labeled as trustworthy and untrustworthy presented in one of two ways: interleaved (alternating sequence) or blocked …
Learning by explaining through digital devices
Recent meta-analytical evidence shows that learning by explaining through digital devices (e.g., computers or tablets) is effective, but also reveals substantial heterogeneity in effect sizes. The present study was designed to shed light on two theoretically plausible moderators of such learning by digital explaining: the modality of (oral) explaining (audio + visual vs. audio only) and learners' level of the personality trait of extraversion. We…
Combining generative tasks and retrieval tasks
Both tasks designed to elicit generative activities (i.e., generative tasks) and tasks designed to elicit retrieval activities (i.e., retrieval tasks) can substantially foster learning after an initial study phase in which learners encountered new content. More specifically, in line with the theoretical notion that generative tasks serve the function of fostering the construction of mental representations, generative tasks have been found to subs…
Analysis of online rubric platforms
Rubrics play a crucial role in shaping educational assessment, providing clear criteria for both teaching and learning. The advent of online rubric platforms has the potential to significantly enhance the effectiveness of rubrics in educational contexts, offering innovative features for assessment and feedback through the creation of erubrics. This study presents a comprehensive analysis of 19 online rubric platforms structured around five resear…
Maintaining the outcomes of meaningful learning
Generative and Retrieval Tasks
Engaging in both generative tasks (main function: knowledge construction) and retrieval tasks (main function: knowledge consolidation) is a common means for supporting knowledge acquisition. In the present study, we investigated the role of task sequence (i.e., generative‐before‐retrieval vs. retrieval‐before‐generative) and its potential dependence on learning task delay (i.e., delay between initial study phase and follow‐up generative or retrie…
When interleaving feels easier than blocking
Psychology (7 works) · Computer Science (6 works) · Educational Strategies and Epistemologies (5 works) · Mathematics education (5 works) · Cognitive psychology (4 works) · Intelligent Tutoring Systems and Adaptive Learning (4 works) · Cognition (3 works) · Innovative Teaching and Learning Methods (3 works) · Memory Processes and Influences (3 works) · Visual and Cognitive Learning Processes (3 works)