Titel	Veröffentlichungsdatum	Sprache	Zitate
Cognitive load theory, educational research, and instructional design: some food for thought	2009/08/27	English	450
Exploring teachers’ perceived self efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web	2008/09/12	English	258
Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds	2005/11/01	English	238
The nature of feedback: how different types of peer feedback affect writing performance	2008/04/04	English	209
Epistemic and social scripts in computer?supported collaborative learning	2005/01/01	English	203
Tutor learning: the role of explaining and responding to questions	2007/07/05	English	174
Team learning: building shared mental models	2010/03/17	English	163
The shuffling of mathematics problems improves learning	2007/04/19	English	154
Interaction and cognitive engagement: An analysis of four asynchronous online discussions	2006/11/01	English	144
Peer reviewers learn from giving comments	2010/08/11	English	144
Support, belonging, motivation, and engagement in the college classroom: a mixed method study	2014/02/07	English	138
Students’ perceptions about peer assessment for writing: their origin and impact on revision work	2010/03/27	English	135
Productive failure in mathematical problem solving	2009/04/16	English	130
Adaptive Human Scaffolding Facilitates Adolescents’ Self-regulated Learning with Hypermedia	2005/11/01	English	130
Teacher vision: expert and novice teachers’ perception of problematic classroom management scenes	2016/02/08	English	118
Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations	2008/04/01	English	117
Relations between teachers’ emotions in teaching and their approaches to teaching in higher education	2011/10/30	English	114
The Impact of Scaffolding and Student Achievement Levels in a Problem-based Learning Environment	2006/10/13	English	109
Online peer assessment: effects of cognitive and affective feedback	2011/07/05	English	103
Productive failure in learning the concept of variance	2012/03/22	English	102
Supporting self-regulated hypermedia learning through prompts	2011/04/11	English	100
Understanding video as a tool for teacher education: investigating instructional strategies to promote reflection	2013/06/08	English	99
Scaffolding Peer-questioning Strategies to Facilitate Metacognition During Online Small Group Discussion	2005/11/01	English	98
Searching the Web to learn about a controversial topic: are students epistemically active?	2009/01/08	English	98
Measuring cognitive load with subjective rating scales during problem solving: differences between immediate and delayed ratings	2014/08/21	English	97
Collaborative design as a form of professional development	2015/01/18	English	95
A Perspective on State-of-the-art Research on Self-regulated Learning	2005/11/01	English	93
The relation between intellectual and metacognitive skills in early adolescence.	2005/05/01	English	93
A further study of productive failure in mathematical problem solving: unpacking the design components	2010/07/03	English	92
Understanding the effects of constructivist learning environments: introducing a multi-directional approach	2008/08/19	English	90