Prof. Dr. Ingo Kollar

Lehrstuhlinhaber Psychologie m.b.B.d. Pädagogischen Psychologie
Philosophisch-Sozialwissenschaftliche Fakultät
Telefon: +49 821 598 2607
E-Mail:
Raum: 2090 (D)
Sprechzeiten: Dienstags, 13-14 h (nach vorheriger Anmeldung per E-Mail)
Adresse: Universitätsstraße 10, 86159 Augsburg

 

 

 

Lebenslauf

Seit 2024:

  • Mitglied im Vorstand der Landeskonferenz Psychologie im Lehramtsstudium in Bayern

Seit 2021:

  • Sprecher des von der Stiftung Innovation in der Hochschullehre geförderten Projekts "Kompetenzentwicklung durch digitale, authentische und feedbackbasierte Lehr-Lernszenarien stärken" (KodiLL) an der Universität Augsburg

Seit 2018:

  • Sprecher bzw. Wissenschaftlicher Direktor des Zentrums für digitales Lehren und Lernen ( ) an der Universität Augsburg

Seit 2017:

  • Koordinator und Prüfungsausschussvorsitzender des Masterstudiengangs "Interdisziplinäre Lehr-Lernforschung"

2017 - 2021:

  • Koordinator der Special Interest Group 20 („Inquiry Learning“) der European Association for Research on Learning and Instruction (EARLI)

Seit 2015:

  • Universitätsprofessor (W3) für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie an der Universität Augsburg

2013 - 2014:

  • W2-Vertretungsprofessur für Psychologie mit besonderer Berücksichtigung der Pädagogischen Psychologie an der Universität Augsburg

2013:

  • Habilitation zum Thema „Orchestrierung komplexer Lehr- und Lernprozesse: Kontextuelle und designbezogene Bedingungen der Effektivität computerunterstützter Kooperationsskripts“ (Erteilung der Venia Legendi für Empirische Pädagogik und Pädagogische Psychologie)

2010 - 2012:

  • W2-Vertretungsprofessur für Psychology of Excellence in Business and Education an der Ludwig-Maximilians-Universität München und Direktor des gleichnamigen Masterstudiengangs

2006 - 2015:

  • Akademischer Rat a.Z. am Lehrstuhl für Empirische Pädagogik und Pädagogische Psychologie an der Ludwig-Maximilians-Universität München

2006:

  • Promotion zum Dr. rer. nat. (Hauptfach: Psychologie) an der Eberhard Karls-Universität Tübingen

2005 - 2006:

  • Wissenschaftlicher Mitarbeiter am Institut für Wissensmedien in Tübingen

2002 - 2005:

  • Stipendiat im DFG-geförderten Virtuellen Graduiertenkolleg „Wissenserwerb und Wissensaustausch mit neuen Medien“

1997 - 2002:

  • Studium der Pädagogik mit den Nebenfächern Psychologie und Soziologie an der Ludwig Maximilians-Universität München

Lehrveranstaltungen

(Angewandte Filter: Semester: aktuelles | Institutionen: Psychologie m. b. B. d. Pädagogischen Psychologie | Dozenten: Ingo Kollar | Vorlesungsarten: alle)
Name Dozent Semester Typ
Research Project on Cognition and Instruction - Part 2 / Forschungsprojekt Kognition und Instruktion (Teil 2) Kollar

Ingo Kollar,

Bredl

Klaus Bredl

Wintersemester 2024/25 Seminar
Psychologie II für Lehramtsstudierende - Bedingungen von Lehr-Lernprozessen Nett

Ulrike Nett,

Kollar

Ingo Kollar

Wintersemester 2024/25 Vorlesung
Theoretical approaches to learning and instruction / Zugänge zur Lehr-Lernforschung Kollar

Ingo Kollar,

Bredl

Klaus Bredl

Wintersemester 2024/25 Seminar

Forschungsschwerpunkte

  • Lehren und Lernen mit digitalen Medien
  • Evidenzorientiertes Denken und Handeln von Lehrkräften
  • Wissenschaftliches Denken und Argumentieren
  • Kooperatives Lernen
  • Innovative Instruktionsansätze

Publikationen

 

Zeitschriftenartikel

2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2014 | 2013 | 2011 | 2010 | 2008 | 2007 | 2006 | 2004

2024

Wekerle, Christina, Kiemer, Katharina, Wagner, Kai, Trempler, Kati, Krause-Wichmann, Theresa, Greisel, Martin, Stark, Robin, & Kollar, Ingo (in press). Comparing pre-service teachers', in-service teachers' and educational researchers' evidence-informed reasoning about classroom situations – results of a mixed methods investigation.
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Bilandzic, Helena, Kalch, Anja, Kinnebrock, Susanne, Buchner, Benedikt, Kollar, Ingo, & Schuller, Björn W. (2024). Discursive resilience – countering polarization and fragmentation in (social) media discourse. https://doi.org/10.1007/s11623-024-1927-9
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Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2024). Fostering pre-service teachers’ technology acceptance – does the type of engagement with tool-related information matter?. https://doi.org/10.1007/s10639-023-12047-2
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Özbek, Tuğçe, Daumiller, Martin, Roshany-Tabrizi, Aida, Mömke, Tobias, & Kollar, Ingo (2024). Friendship or feedback? – Relations between computer science students' goals, technology acceptance, use of an online peer feedback tool, and learning. https://doi.org/10.1016/j.chbr.2024.100540
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Özbek, Tugce, Greisel, Martin, Wekerle, Christina, Gegenfurtner, Andreas, & Kollar, Ingo (2024). How do different goals affect students' internal collaboration script configurations? Results of an epistemic network analysis study. https://doi.org/10.3389/fpsyg.2024.1410152
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Greisel, Martin, Spang, Laura, Fett, Kerstin, & Kollar, Ingo (2024). Problem perception and problem regulation during online collaborative learning: what is important for successful collaboration?. https://doi.org/10.3389/fpsyg.2024.1351723
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Wekerle, Christina, Daumiller, Martin, Janke, Stefan, Dickhäuser, Oliver, Dresel, Markus, & Kollar, Ingo (2024). Putting ICAP to the test: how technology-enhanced learning activities are related to cognitive and affective-motivational learning outcomes in higher education. https://doi.org/10.1038/s41598-024-66069-y
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Opio-Göres, Mary, Kollar, Ingo, & Dorner, Birgit (2024). Teaching students to perform child welfare assessments with adaptable computer-supported scripts and metacognitive reflection prompts. https://doi.org/10.1080/10437797.2024.2338237
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2023

Bauer, Johannes & Kollar, Ingo (2023). (Wie) kann die Nutzung bildungswissenschaftlicher Evidenz Lehren und Lernen verbessern? Thesen und Fragen zur Diskussion um evidenzorientiertes Denken und Handeln von Lehrkräften. https://doi.org/10.1007/s42010-023-00166-1
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Fey, Carl-Christian, Wekerle, Christina, Beckmann, Inke, Schröder, Arne, & Kollar, Ingo (2023). Agile Methoden in Entwicklungsprojekten zur Innovation digitaler Hochschullehre. https://doi.org/10.21240/zfhe/18-03/14
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Kollar, Ingo, Greisel, Martin, Krause-Wichmann, Theresa, & Stark, Robin (2023). Editorial: Evidence-informed reasoning of pre- and in-service teachers. https://doi.org/10.3389/feduc.2023.1188022
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Gabel, Sylvia, Keskin, Özün, Kollar, Ingo, Lewalter, Doris, & Gegenfurtner, Andreas (2023). Guiding pre-service teachers' visual attention through instructional settings: an eye-tracking study. https://doi.org/10.3389/feduc.2023.1282848
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Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2023). How are achievement goals associated with self-, co-, and socially shared regulation in collaborative learning?. https://doi.org/10.1080/01443410.2023.2211751
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2023). Pre-service teachers' evidence-informed reasoning: do attitudes, subjective norms, and self-efficacy facilitate the use of scientific theories to analyze teaching problems?. https://doi.org/10.1177/14757257221113942
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Krause-Wichmann, Theresa, Greisel, Martin, Wekerle, Christina, Kollar, Ingo, & Stark, Robin (2023). Promoting future teachers' evidence-informed reasoning scripts: effects of different forms of instruction after problem-solving. https://doi.org/10.3389/feduc.2023.1001523
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Keskin, Özün, Gabel, Sylvia, Kollar, Ingo, & Gegenfurtner, Andreas (2023). Relations between pre-service teacher gaze, teacher attitude, and student ethnicity. https://doi.org/10.3389/feduc.2023.1272671
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Bauer, Elisabeth, Greisel, Martin, Kuznetsov, Ilia, Berndt, Markus, Kollar, Ingo, Dresel, Markus, Fischer, Martin R., & Fischer, Frank (2023). Using natural language processing to support peer‐feedback in the age of artificial intelligence: a cross‐disciplinary framework and a research agenda. https://doi.org/10.1111/bjet.13336
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2022

Vogel, Freydis, Kollar, Ingo, Fischer, Frank, Reiss, Kristina, & Ufer, Stefan (2022). Adaptable scaffolding of mathematical argumentation skills: the role of self-regulation when scaffolded with CSCL scripts and heuristic worked examples. https://doi.org/10.1007/s11412-022-09363-z
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Spensberger, Florian, Kollar, Ingo, & Pankofer, Sabine (2022). Effects of worked examples and external scripts on fallacy recognition skills: a randomized controlled trial. https://doi.org/10.1080/10437797.2021.1963892
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Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2022). Examining the regulation of motivational and comprehension-related problems during collaborative learning. https://doi.org/10.1007/s11409-022-09316-9
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Wekerle, Christina, Daumiller, Martin, & Kollar, Ingo (2022). Using digital technology to promote higher education learning: the importance of different learning activities and their relations to learning outcomes. https://doi.org/10.1080/15391523.2020.1799455
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Wekerle, Christina & Kollar, Ingo (2022). Using technology to promote student learning? An analysis of pre- and in-service teachers' lesson plans. https://doi.org/10.1080/1475939X.2022.2083669
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2021

März, Esther, Wessels, Insa, Kollar, Ingo, & Fischer, Martin R. (2021). "I just stand around and look friendly" - comparing medical students’ and physicians’ ward round scripts. https://doi.org/10.1080/0142159x.2021.1877267
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Wekerle, Christina & Kollar, Ingo (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – does learning by mapping and learning from worked examples help?. https://doi.org/10.1016/j.chb.2020.106617
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Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2021). Pre-service teachers’ evidence-based reasoning during pedagogical problem-solving: better together?. https://doi.org/10.1007/s10212-020-00467-4
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Kiemer, Katharina & Kollar, Ingo (2021). 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?. https://doi.org/10.1024/1010-0652/a000302
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2020

Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use. https://doi.org/10.1007/s11412-020-09323-5
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2019

Ghanem, Christian, Kollar, Ingo, Pankofer, Sabine, Eckl, Markus, & Fischer, Frank (2019). Does probation officers’ reasoning change in the light of scientific evidence? Analyzing the quality of evidence utilisation in social work. https://doi.org/10.1080/26408066.2019.1618774
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Spensberger, Florian, Kollar, Ingo, Gambrill, Eileen, Ghanem, Christian, & Pankofer, Sabine (2019). How to teach evidence-based practice in social work: a systematic review. https://doi.org/10.1177/1049731519852150
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2018

Ghanem, Christian, Kollar, Ingo, Fischer, Frank, Lawson, Thomas R., & Pankofer, Sabine (2018). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and the use of evidence. https://doi.org/10.1080/13691457.2016.1255931
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Csanadi, Andras, Eagan, Brendan, Kollar, Ingo, Shaffer, David Williamson, & Fischer, Frank (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. https://doi.org/10.1007/s11412-018-9292-z
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2017

Wang, Xinghua, Kollar, Ingo, & Stegmann, Karsten (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. https://doi.org/10.1007/s11412-017-9254-x
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Vogel, Freydis, Wecker, Christof, Kollar, Ingo, & Fischer, Frank (2017). Socio-cognitive scaffolding with computer-supported collaboration scripts: a meta-analysis. https://doi.org/10.1007/s10648-016-9361-7
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Ghanem, Christian, Lawson, Thomas R., Pankofer, Sabine, Maragkos, Markos, & Kollar, Ingo (2017). The Diffusion of Evidence-Based Practice: Reviewing the Evidence-Based Practice Networks in the United States and German-Speaking Countries. https://doi.org/10.1080/23761407.2017.1298074
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2016

Stegmann, Karsten, Kollar, Ingo, Weinberger, Armin, & Fischer, Frank (2016). Appropriation from a script theory of guidance perspective: a response to Pierre Tchounikine. https://doi.org/10.1007/s11412-016-9241-7
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Kiesewetter, Jan, Kollar, Ingo, Fernandez, Nicolas, Lubarsky, Stuart, Kiessling, Claudia, Fischer, Martin R., & Charlin, Bernard (2016). Crossing boundaries in interprofessional education: A call for instructional integration of two script concepts. https://doi.org/10.1080/13561820.2016.1184238
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. https://doi.org/10.1007/s11251-016-9380-2
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2014

Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Vogel, Freydis, Fischer, Frank, & Reiss, Kristina (2014). Effects of collaboration scripts and heuristic worked examples on the acquisition of mathematical argumentation skills of teacher students with different levels of prior achievement. https://doi.org/10.1016/j.learninstruc.2014.01.003
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Fischer, Frank, Kollar, Ingo, Ufer, Stefan, Sodian, Beate, Hussmann, Heinrich, Pekrun, Reinhard, Neuhaus, Birgit, Dorner, Birgit, Pankofer, Sabine, Fischer, Martin, Strijbos, Jan-Willem, Heene, Moritz, & Eberle, Julia (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. https://doi.org/10.14786/flr.v2i2.96
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Kollar, Ingo, Pilz, Florian, & Fischer, Frank (2014). Why it is hard to make use of new learning spaces: A script perspective. https://doi.org/10.1080/1475939x.2013.841615
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2013

Kollar, Ingo & Fischer, Frank (2013). Orchestration is nothing without conducting – But arranging ties the two together!. https://doi.org/10.1016/j.compedu.2013.04.008
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Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, & Wecker, Christof (2013). Toward a Script Theory of Guidance in Computer-Supported Collaborative Learning. https://doi.org/10.1080/00461520.2012.748005
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2011

Fischer, Frank, Stegmann, Karsten, Wecker, Christof, & Kollar, Ingo (2011). Online-Diskussionen in der Hochschullehre: Kooperationsskripts können das fachliche Argumentieren verbessern.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Webbasiertes Forschendes Lernen im naturwissenschaftlichen Unterricht - Interventionsstudien zur Bedeutung von individuellen Lernvoraussetzungen und instruktionalen Gestaltungsmerkmalen. https://doi.org/10.2378/peu2011.art18d
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2010

Kollar, Ingo & Fischer, Frank (2010). Peer assessment as collaborative learning: A cognitive perspective. https://doi.org/10.1016/j.learninstruc.2009.08.005
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Wecker, Christof, Stegmann, Karsten, Bernstein, Florian, Huber, Michael J., Kalus, Georg, Kollar, Ingo, Rathmayer, Sabine, & Fischer, Frank (2010). S-COL: a Copernican turn for the development of flexibly reusable collaboration scripts. https://doi.org/10.1007/s11412-010-9093-5
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2008

Kollar, Ingo & Fischer, Frank (2008). Was ist eigentlich aus der neuen Lernkultur geworden? Ein Blick auf Instruktionsansätze mit Potenzial zur Veränderung kulturell geteilter Lehr- und Lernskripts.
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2007

Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2007). Internal and external scripts in computer-supported collaborative inquiry learning. https://doi.org/10.1016/j.learninstruc.2007.09.021
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2006

Kollar, Ingo, Fischer, Frank, & Hesse, Friedrich W. (2006). Collaboration scripts – a conceptual analysis. https://doi.org/10.1007/s10648-006-9007-2
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Kollar, Ingo & Fischer, Frank (2006). Supporting self-regulated learners for a while and what computers can contribute. https://doi.org/10.2190/rk02-7384-2723-g744
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2004

Meister, D. M., Fischer, Frank, Kollar, Ingo, & Slotta, J. D. (2004). Lehrer-Communities: Erfahrungen aus der web-basierten WISE-Lernumgebung.
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Kollar, Ingo, Fischer, Frank, Slotta, J. D., & Meister, D. (2004). Missbildung bei Fröschen: Parasiten oder chemische Substanzen? Online-Kontroversen in WISE.
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Buchkapitel

2023 | 2022 | 2020 | 2019 | 2018 | 2016 | 2014 | 2013 | 2012 | 2010 | 2009 | 2007

2023

Kollar, Ingo (2023). Lernen von Erklärungen und Lernen durch Erklären aus lehr-lern-psychologischer Perspektive.
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Kollar, Ingo & Greisel, Martin (2023). Small group learning. https://doi.org/10.1007/978-3-030-26248-8_60-1
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2022

Wekerle, Christina & Kollar, Ingo (2022). Effekte individueller und kontextueller Faktoren auf die evidenz- und erfahrungsorientierte Reflexion mediengestützten Unterrichts von Lehramtsstudierenden.
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2020

Kiemer, Katharina, Wekerle, Christina, & Kollar, Ingo (2020). Kooperationsskripts beim technologieunterstützten Lernen. https://doi.org/10.1007/978-3-662-54373-3_29-1
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2019

Kollar, Ingo & Fischer, Frank (2019). Lehren und Unterrichten.
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2018

Daxenberger, Johannes, Csanadi, Andras, Ghanem, Christian, Kollar, Ingo, & Gurevych, Iryna (2018). Domain-Specific Aspects of Scientific Reasoning and Argumentation: Insights from Automatic Coding. https://doi.org/10.4324/9780203731826-3
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Kollar, Ingo & Fischer, Frank (2018). Mediengestütze Lernarrangements für die Weiterbildung von Erwachsenen: theoretische Ansätze und empirische Befunde.
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Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2018). Scaffolding and scripting (computer-supported) collaborative learning.
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2016

Ghanem, C., Schwegele, A., Pankofer, S., Kollar, Ingo, & Fischer, Frank (2016). Bewährungshilfe und Wissenschaft - eine Annäherung (?): Bedingungen für eine evidenzbasierte Sozialarbeitspraxis aus Sicht von Bewährungshelfer_innen.
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2014

Vogel, Freydis, Kollar, Ingo, Wecker, Christof, & Fischer, Frank (2014). The role of content support and transactivity for effects of computer-supported collaboration scripts on domain-specific learning: a meta-analysis. https://doi.org/10.1109/incos.2014.82
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2013

Fischer, Frank, Kollar, Ingo, Stegmann, Karsten, Wecker, Christof, Zottmann, Jan, & Weinberger, Armin (2013). Collaboration Scripts in Computer-Supported Collaborative Learning. https://doi.org/10.4324/9780203837290.ch23
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2012

Mäkitalo-Siegl, K. & Kollar, Ingo (2012). Collaboration scripts. https://doi.org/10.1007/978-1-4419-1428-6_600
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2010

Kollar, Ingo & Fischer, Frank (2010). Mediengestützte Lehr-, Lern- und Trainingsansätze für die Weiterbildung. https://doi.org/10.1007/978-3-531-92016-0_64
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Clark, Douglas, Sampson, Victor, Stegmann, Karsten, Marttunen, Miika, Kollar, Ingo, Janssen, Jeroen, Erkens, Gijsbert, Weinberger, Armin, Menekse, Muhsin, & Laurinen, Leena (2010). Online Learning Environments, Scientific Argumentation, and 21st Century Skills. https://doi.org/10.4018/978-1-61520-729-9.ch001
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Kollar, Ingo (2010). Turning the classroom of the future into the classroom of the present.
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2009

Weinberger, Armin, Kollar, Ingo, Dimitriadis, Yannis, Mäkitalo-Siegl, Kati, & Fischer, Frank (2009). Computer-supported collaboration scripts - perspectives from educational psychology and computer science. https://doi.org/10.1007/978-1-4020-9827-7_10
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Jucks, Regina, Kollar, Ingo, Krämer, Nicole, & Fischer, Frank (2009). Psychologische Grundlagen des Medien- und Bildungsmanagements.
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2007

Fischer, Frank, Kollar, Ingo, Haake, Jörg M., & Mandl, Heinz (2007). Introduction. https://doi.org/10.1007/978-0-387-36949-5_1
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Carmien, Stefan, Kollar, Ingo, Fischer, Gerhard, & Fischer, Frank (2007). The Interplay of Internal and External Scripts: A Distributed Cognition Perspective. https://doi.org/10.1007/978-0-387-36949-5_17
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Konferenzband-Beiträge

2024 | 2023 | 2022 | 2021 | 2019 | 2018 | 2017 | 2016 | 2015 | 2013 | 2012 | 2011 | 2010 | 2008 | 2007 | 2005

2024

(2024). 17th International Conference on Computer-Supported Collaborative Learning (CSCL) 2024: proceedings, June 8-9, 2024, University at Buffalo, Buffalo, NY, USA.
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Özbek, Tugce, Greisel, Martin, Wekerle, Christina, & Kollar, Ingo (2024). Do different goals affect the configuration of university students' internal collaboration scripts? Results of an epistemic network analysis study. https://doi.org/10.22318/cscl2024.633786
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Hornstein, Julia, Keller, Melanie V., Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2024). Scaffolding the peer-feedback process: a meta-analysis. https://doi.org/10.22318/icls2024.833519
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Hornstein, Julia, Greisel, Martin, & Kollar, Ingo (2024). Supporting pre-service teachers' evidence-informed reasoning through peer-feedback: effects of feedback provision and feedback integration scaffolds. https://doi.org/10.22318/cscl2024.961446
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Greisel, Martin, Hornstein, Julia, Weidenbacher, Anna, Ott, Johanna, & Kollar, Ingo (2024). Who wants to hear bad news? How the epistemic perspective determines the perception of peer feedback. https://doi.org/10.22318/cscl2024.470012
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2023

Greisel, Martin, Bauer, Elisabeth, Kuznetsov, Ilia, Berndt, Markus, Dresel, Markus, Fischer, Martin R., Kollar, Ingo, & Fischer, Frank (2023). How to use theory to implement natural language processing for peer-feedback. https://doi.org/10.22318/cscl2023.108887
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Spang, Laura, Greisel, Martin, & Kollar, Ingo (2023). Perceptions predict problem regulation? The role of homogeneous problem perception for successful regulation in collaborative learning. https://doi.org/10.22318/icls2023.265880
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2022

Özbek, Tugce, Wekerle, Christina, & Kollar, Ingo (2022). "It's good because he said so" – the effects of pre-service teachers' passive vs. constructive engagement on technology acceptance.
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2021

Greisel, Martin, Spang, Laura, Fett, Kerstin, Melzner, Nadine, Dresel, Markus, & Kollar, Ingo (2021). "Houston, we have a problem!" Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning.
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Fett, Kerstin, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning.
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Greisel, Martin, Wekerle, Christina, Wilkes, Theresa, Stark, Robin, & Kollar, Ingo (2021). Which motivational factors predict pre-service teachers' evidence-informed reasoning when being confronted with teaching problems?.
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2019

Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Effective regulation in collaborative learning: an attempt to determine the fit of regulation challenges and strategies.
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Melzner, Nadine, Greisel, Martin, Dresel, Markus, & Kollar, Ingo (2019). Using Process Mining (PM) and Epistemic Network Analysis (ENA) for comparing processes of collaborative problem regulation. https://doi.org/10.1007/978-3-030-33232-7_13
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2018

De Backer, Liesje, Kollar, Ingo, Williams, Christopher A., Seufert, Tina, Weinberger, Armin, Melzner, Nadine, Greisel, Martin, Dresel, Markus, Kielstra, Jolique, Molenaar, Inge, Van Keer, Hilde, Valcke, Martin, & Hämäläinen, Raija (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. https://doi.org/10.22318/cscl2018.1296
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Wekerle, Christina & Kollar, Ingo (2018). Effects of expertise on teachers' technology-supported teaching scripts. https://doi.org/10.22318/cscl2018.1569
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Kiemer, Katharina & Kollar, Ingo (2018). Evidence-based reasoning of pre-service teachers: a script perspective. https://doi.org/10.22318/cscl2018.1037
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Greisel, Martin, Melzner, Nadine, Kollar, Ingo, & Dresel, Markus (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. https://doi.org/10.22318/cscl2018.1561
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2017

Csanadi, Andras, Eagan, Brendan, Shaffer, David, Kollar, Ingo, & Fischer, Frank (2017). Collaborative and individual scientific reasoning of pre-service teachers: new insights through Epistemic Network Analysis (ENA).
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Schwaighofer, Mattias, Vogel, Freydis, Kollar, Ingo, Strohmaier, Anselm, Ottinger, Sarah, Terwedow, Ilka, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation - working memory capacity matters for fading.
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Hod, Yotam, Eberle, Julia, Benichou, Maya, Charles, Elizabeth, Cress, Ulrike, Fischer, Frank, Goodyear, Peter, Kali, Yael, Kollar, Ingo, Slotta, Jim, Thompson, Kate, Tjietjen, Phil, & Yeoman, Pippa (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces.
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2016

Lerner, Patrick, Csanadi, Andras, Daxenberger, Johannes, Flekova, Lucie, Ghanem, Christian, Kollar, Ingo, Fischer, Frank, & Gurevych, Iryna (2016). A user interface for the exploration of manually and automatically coded scientific reasoning and argumentation. https://doi.org/10.22318/icls2016.141
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Ottinger, Sarah, Kollar, Ingo, & Ufer, Stefan (2016). Content and form - all the same or different qualities of mathematical arguments?.
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2016). Fostering university freshmen's mathematical argumentation skills with collaboration scripts. https://doi.org/10.22318/icls2016.78
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Mathematical argumentation and proof supporting a complex cognitive skill. https://doi.org/10.22318/icls2016.109
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Ottinger, Sarah, Ufer, Stefan, & Kollar, Ingo (2016). Mathematisches Argumentieren und Beweisen in der Studieneingangsphase – Analyse inhaltlicher und formaler Qualitätsindikatoren. https://doi.org/10.17877/DE290R-17740
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Proof validation aspects and cognitive student prerequisites in undergraduate mathematics.
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Csanadi, Andras, Kollar, Ingo, & Fischer, Frank (2016). Scientific reasoning and problem solving in a practical domain: are two heads better than one?. https://doi.org/10.22318/icls2016.9
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2016). Validieren von Beweisen - Probleme von Studierenden und die Rolle von mathematischen und übergreifenden Voraussetzungen. https://doi.org/10.17877/DE290R-17740
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2015

Kollar, Ingo & Harrer, A. (2015). ClassroomImaging: a tool to code and visualize compley classroom learning processes.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Forschung zum mathematischen Argumentieren - ein deskriptiver Review von PME-Beiträgen. https://doi.org/10.17877/DE290R-16575
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Vogel, Freydis, Kollar, Ingo, Ufer, Stefan, Reichersdorfer, Elisabeth, Reiss, Kristina, & Fischer, Frank (2015). Fostering argumentation skills in mathematics with adaptable collaboration scripts: only viable for good self-regulators?.
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Järvelä, Sanna, Kirschner, Paul A., Hadwin, Allyzon, Järvenoja, Hanna, Malmberg, Jonna, Kollar, Ingo, Stegmann, Karsten, Fischer, Frank, Janssen, Jeroen, Kirschner, Femke, van Leeuwen, Anouschka, Erkens, Gijsbert, Brekelmans, Mieke, Lajoie, Susanne P., Lee, Lila, Poitras, Eric, Hmelo-Silver, Cindy E., & Hogaboam, Peter (2015). Regulated learning in CSCL: theoretical progress for learning success.
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Sommerhoff, Daniel, Ufer, Stefan, & Kollar, Ingo (2015). Research on mathematical argumentation: a descriptive review of PME proceedings.
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2013

Vogel, Freydis, Reichersdorfer, E., Kollar, Ingo, Ufer, Stefan, Reiss, Kristina, & Fischer, Frank (2013). Learning to argue in mathematics: effects of heuristic worked examples and CSCl scripts on transactive argumentation.
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Fischer, Frank, Slotta, James D., Dillenbourg, P., Kollar, Ingo, Stegmann, K., Wecker, C., & Tchounikine, P. (2013). Scripting and orchestration: recent theoretical advances.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2013). When instruction supports collaboration, but hinders learning - the case of classroom and small group collaboration scripts in the CSCL classroom.
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2012

Reichersdorfer, E., Vogel, F., Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, S. (2012). Different collaborative learning settings to foster mathematical argumentation skills.
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Vogel, F., Kollar, Ingo, & Fischer, Frank (2012). Effects of Computer-Supported Collaboration Scripts on domain-general learning outcomes: a meta-analysis.
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Lorenz, Elisabeth, Vogel, Freydis, Ufer, Stefan, Kollar, Ingo, Reiss, Kristina, & Fischer, Frank (2012). Effekte heuristischer Lösungsbeispiele in kooperativen Settings auf mathematische Argumentationskompetenz bei Lehramtsstudierenden. https://doi.org/10.17877/DE290R-6587
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Raes, Annelies, Schellens, Tammy, De Wever, Bram, Kollar, Ingo, Wecker, Christof, Langer, Sybille, Fischer, Frank, Tissenbaum, Mike, Slotta, James D., Peters, Vanessa L., & Butler Songer, Nancy (2012). Scripting science inquiry learning in CSCL classrooms.
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Kollar, Ingo, Ufer, Stefan, Lorenz, E., Vogel, F., Reiss, Kristina, & Fischer, Frank (2012). Using heuristic worked examples and collaboration scripts to help learners aquire mathematical argumentation skills.
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2011

Wang, X., Kollar, Ingo, Stegmann, K., & Fischer, Frank (2011). Adaptable scripting in computer-supported collaborative learning to foster knowledge and skill acquisition.
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Lorenz, Elisabeth, Vogel, Freydis, Fischer, Frank, Kollar, Ingo, Reiss, Kristina, & Ufer, Stefan (2011). ELK-Math: Effekte von inhaltsübergreifenden und inhaltsspezifischen Ansätzen zur Förderung mathematischer Argumentationskompetenz von Lehramtsstudierenden. https://doi.org/10.17877/DE290R-6733
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Slotta, Jim, Tissenbaum, M., Lui, M., Alagha, I., Burd, E., Higgins, S., Mercier, E., Fischer, Frank, Pilz, F., Kollar, Ingo, Moher, T., Gnoli, A., Jaeger, A., Wiley, J., López Silva, B., Evans, M., Motto, A., Brunger, A., & Crider-Wilkins, J. (2011). Embedding CSCL in classrooms: conceptual and methodological challenges of research on new learning spaces.
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Wecker, C., Kollar, Ingo, & Fischer, Frank (2011). Explaining the effects of continuous and faded scripts on online search skills: the role of collaborative strategy practice.
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El-Refai, W., Kollar, Ingo, & Fischer, Frank (2011). Facilitating web design skills through online design-based learning: the case of collaboration scripts and incomplete concept maps.
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Kollar, Ingo, Hämäläinen, R., Evans, M. A., De Wever, B., & Perrotta, C. (2011). Orchestrating CSCL - more than a metaphor?.
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Kollar, Ingo, Wecker, C., Langer, S., & Fischer, Frank (2011). Orchestrating web-based collaborative inquiry learning with small group and classroom scripts.
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2010

Wecker, C., Kollar, Ingo, Fischer, Frank, & Prechtl, H. (2010). Fostering online search competence and domain-specific knowledge in inquiry classrooms: effects of continuous and fading collaboration scripts.
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2008

Kollar, Ingo, Fischer, Frank, & Slotta, J. D. (2008). Argumentation in web-based collaborative inquiry learning: scripts for writing and scripts for talkong aren't the same.
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2007

Kollar, Ingo, Wecker, Christof, Fischer, Frank, Kohnle, Carmen, & Slotta, James D. (2007). Are core objectives of web-based collaborative inquiry learning already core learning prerequisites? The case of argumentation competences and computer literacy. https://doi.org/10.3115/1599600.1599673
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Stegmann, Karsten, Kollar, Ingo, Zottmann, Jan, Gijlers, Hannie, De Jong, Ton, Dillenbourg, Pierre, Slotta, James D., & Fischer, Frank (2007). Towards the convergence of CSCL and inquiry learning: scripting collaborative inquiry learning. https://doi.org/10.3115/1599600.1599758
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2005

Kollar, Ingo, Fischer, Frank, & Slotta, James D. (2005). Internal and external collaboration scripts in web-based science learning at schools. https://doi.org/10.3115/1149293.1149336
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Qualifikationsarbeiten

2025 | 2024 | 2013 | 2007 | 2006 | 2002

2025

Gegenfurtner, Andreas & Kollar, Ingo (in press). Designing effective digital learning environments. https://doi.org/10.4324/9781003386131
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2024

Clarke-Midura, J., Kollar, Ingo, Gu, X., & D'Angelo, C. (Eds.). (2024). Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024.
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2013

Kollar, Ingo (2013). Orchestrierung komplexer Lehr- und Lernprozesse: Kontextuelle und designbezogene Bedingungen der Effektivität von computerunterstützten Kooperationsskripts.
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unveröffentlichte Habilitationsschrift

2007

Fischer, Frank, Kollar, Ingo, Mandl, Heinz, & Haake, Jörg M. (Eds.). (2007). Scripting Computer-Supported Collaborative Learning: Cognitive, Computational and Educational Perspectives. https://doi.org/10.1007/978-0-387-36949-5
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2006

Kollar, Ingo (2006). Webbasiertes Forschendes Lernen in der Biologie: Effekte internaler und externaler Kooperationsskripts auf Prozesse und Ergebnisse des gemeinsamen Argumentierens.
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Zugl.: Diss., Universität Tübingen

2002

Kollar, Ingo (2002). Gewissheits- und Ungewissheitsorientierung beim kooperativen Lernen in Videokonferenzen - der Einfluss unterschiedlicher Strukturierungsmaßnahmen.
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unveröffentlichte Magisterarbeit

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