Inga Glogger-Frey
Dados Biográficos
| ID | 4609340 |
|---|---|
| NOME | Inga Glogger-Frey |
| PRENOMES | Inga |
| SOBRENOME | Glogger-Frey |
| ASSINATURA | GLOGGER-FREY I |
| AFILIAÇÕES | University of Freiburg |
| ORCID | 0000-0002-1409-2116 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 16 |
| TOTAL DE CITAÇÕES | 44 |
| TOTAL COMO AUTOR | 16 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Effects of specificity of self-explanation prompts for worked examples on computer-supported learning of collaborative diagnostic reasoning
Collaborative diagnostic reasoning (CDR) is a critical yet cognitively demanding skill in many professional domains and an example for problems that require collaboration for its solution. This study explores how novice diagnosticians—specifically automotive technician trainees—can effectively learn complex collaborative skills such as CDR through computer-supported instruction. Drawing on research on collaborative diagnostic reasoning, example-b…
Mechanisms to prepare for future learning
“Who evaluates immigrant students differently? Not me!”
Research shows that teachers’ evaluations and interactions can be influenced by students’ backgrounds, such as their ethnicity. Yet, many teachers believe that biases related to ethnicity do not exist, or that they are easy to control. Targeted interventions, which usually include evidence-based information and encourage reflection, can correct such false beliefs and reduce evaluation biases. They might be especially effective when preceded by a …
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy
Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement
Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy
Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented ( retrospective prompts). However, it might also help to self-explain upcoming steps ( anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we em…
Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training
Introduction University students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional kno…
How can signaling in authentic classroom videos support reasoning on how to induce learning strategies
Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient …
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers
A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and cognition. In addition, such activities potentially initiate different learning processes during the subsequent (“future”) learning phase. In this experiment ( N = 45 pre-service teachers), we aimed to replicate effects of earlier studies on learning outcomes and, on this basis, to ana…
Promoting car mechatronics apprentices' diagnostic strategy with modeling examples
Adjunct aids and signals support online learning from multiple representations
To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the for…
Linking teachers' professional knowledge and teachers' actions
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
Teachers' assessment competence
Development and Evaluation of a Computer-Based Learning Environment for Teachers
Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (C…
Teachers' assessment competence
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
Linking teachers' professional knowledge and teachers' actions
Development and Evaluation of a Computer-Based Learning Environment for Teachers
Training teachers to assess important components of self-regulated learning such as learning strategies is an important, yet somewhat neglected, aspect of the integration of self-regulated learning at school. Learning journals can be used to assess learning strategies in line with cyclical process models of self-regulated learning, allowing for rich formative feedback. Against this background, we developed a computer-based learning environment (C…
Teachers' assessment competence
Linking teachers' professional knowledge and teachers' actions
Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies
Adjunct aids and signals support online learning from multiple representations
To achieve deeper understanding when learning from multiple representations, learners should actively select, organize and integrate the relevant information from text and graphics within a coherent mental representation. However, as learners often fail to select and integrate all relevant information, especially from graphics, they need specific instructional support. The current study investigated the effects of instructional support in the for…
How preparation-for-learning with a worked versus an open inventing problem affect subsequent learning processes in pre-service teachers
A worked-out or an open inventing problem with contrasting cases can prepare learners for learning from subsequent instruction differently regarding motivation and cognition. In addition, such activities potentially initiate different learning processes during the subsequent (“future”) learning phase. In this experiment ( N = 45 pre-service teachers), we aimed to replicate effects of earlier studies on learning outcomes and, on this basis, to ana…
Promoting car mechatronics apprentices' diagnostic strategy with modeling examples
Engaging in writing to learn – Increasing the motivation during a long-term self-regulated learning training
Introduction University students should be able to self-regulate their learning to gain the most from their studies. Extended self-regulated-learning trainings can help students to reach that goal. A frequent problem of such trainings is that students’ motivation decreases over the course of training. To avoid this decrease, we combined a learning-journal-based, self-regulated-learning training with a learning environment teaching conditional kno…
How can signaling in authentic classroom videos support reasoning on how to induce learning strategies
Classroom videos are a viable means to implement evidence-informed reasoning in teacher education in order to establish an evidence-informed teaching practice. Although learning with videos relieves pre-service teachers from acting in parallel and might reduce complexity, the material still poses higher cognitive load than written text vignettes or other traditionally used static material. In particular, the information they deliver is transient …
Video‐based modeling examples and comparative self‐explanation prompts for teaching a complex problem‐solving strategy
Digital re‐attributional feedback in high school mathematics education and its effect on motivation and achievement
Better self-explaining backwards or forwards? Prompting self-explanation in video-based modelling examples for learning a diagnostic strategy
Self-explanation prompts in example-based learning are usually directed backwards: Learners are required to self-explain problem-solving steps just presented ( retrospective prompts). However, it might also help to self-explain upcoming steps ( anticipatory prompts). The effects of the prompt type may differ for learners with various expertise levels, with anticipatory prompts being better for learners with more expertise. In an experiment, we em…
Cid
Instruction often spans multiple phases (e.g., phases of discovery learning, instructional explanations, practice) with different learning goals and different pedagogies. For any combination of multiple phases, we use the term composite instructional design (CID). To understand the mechanisms underlying composite instructional designs, we propose a framework that links three levels (knowledge, learning, instruction) across multiple phases: Its co…
Effects of specificity of self-explanation prompts for worked examples on computer-supported learning of collaborative diagnostic reasoning
Collaborative diagnostic reasoning (CDR) is a critical yet cognitively demanding skill in many professional domains and an example for problems that require collaboration for its solution. This study explores how novice diagnosticians—specifically automotive technician trainees—can effectively learn complex collaborative skills such as CDR through computer-supported instruction. Drawing on research on collaborative diagnostic reasoning, example-b…
Mechanisms to prepare for future learning
“Who evaluates immigrant students differently? Not me!”
Research shows that teachers’ evaluations and interactions can be influenced by students’ backgrounds, such as their ethnicity. Yet, many teachers believe that biases related to ethnicity do not exist, or that they are easy to control. Targeted interventions, which usually include evidence-based information and encourage reflection, can correct such false beliefs and reduce evaluation biases. They might be especially effective when preceded by a …
Psychology (12 obras) · Mathematics education (11 obras) · Computer Science (9 obras) · Innovative Teaching and Learning Methods (9 obras) · Visual and Cognitive Learning Processes (8 obras) · Cognition (7 obras) · Educational Strategies and Epistemologies (6 obras) · Cognitive Load (5 obras) · Artificial Intelligence (4 obras) · Cognitive psychology (4 obras)