Humboldt-Universität zu Berlin - Kultur-, Sozial- und Bildungswissenschaftliche Fakultät - Hochschulforschung / Hochschulbildung

Publikationen

2023

Ruwe, T., & Mayweg-Paus, E. (2023). „Your Argumentation is Good“, says the AI vs Humans - The Role of Feedback Providers and Personalized Language for Feedback Effectiveness. Computers & Education: Artificial Intelligence, 5(2023). doi: 10.1016/j.caeai.2023.100189

Mayweg, E., Enders, N., Bohndick, C. & Rückmann, J. (2023). Online, blended oder Präsenz? Ein systematisches Literaturreview von Metaanalyse zur Effektivität hochschulischer Lehrformate. Zeitschrift für empirische Hochschulforschung, 7(1), 96-122. doi: 10.3224/zehf.v7i1.07

Zimmermann, M., Mayweg, E., Ruwe, T. & Maine, F. (2023). Teacher evaluations of open educational resources designed to support dialogic cultural literacy learning in schools. European Journal of Open Distance and E-Learning, 25(1), 136-147. doi: 10.2478/eurodl-2023-0011

Engel, O., Zimmer, L. M., Lörz, M., & Mayweg-Paus, E. (2023). Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education. International Journal of Educational Technology in Higher Education, 20(1). doi: 10.1186/s41239-023-00382-w

 

2022

Engel, J., Mayweg, E. & Carnap, A. (2022). Postdigital bedingte Souveränität. Zum Wandel von Handlungsmächtigkeit aus erziehungswissenschaftlicher Perspektive. Medien + Erziehung : Merz, 66(6), 13-24.

Macagno, F., Rapanta, C., Mayweg-Paus, E. & Garcia-Milà, M. (2022). Coding empathy in dialogue. Journal of Pragmatics, 192, 116-132. doi: 10.1016/j.pragma.2022.02.011.

Mayweg-Paus, E., & Zimmermann, M. (2022). Kritisches Denken beim Umgang mit Online-Informationen an der Hochschule. H. A. Mieg & F. Havemann (Hrsg.). Critical Thinking. Wissenschaftsforschung Jahrbuch 2021. Wissenschaftlicher Verlag Berlin.

Wilde, D., Engel, O. & Mayweg-Paus, E. (2022). Fit zum Studienabschluss! Ein digitales Lehrkonzept zur Vorbereitung der Abschlussarbeit. die hochschullehre, 8(1), 256–267. doi: 10.3278/HSL2218W

Zimmermann M., Engel, O. & Mayweg-Paus, E. (2022). Pre-service teachers’ search strategies when sourcing educational information on the Internet. Frontiers in Education, 7:976346. doi: 10.3389/feduc.2022.976346

 

2021

Mayweg-Paus, E., Zimmermann, M., Le, N.-T., & Pinkwart, N. (2021). A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies, 26(2), 2053-2089. doi: 10.1007/s10639-020-10345-7

Mayweg-Paus, E.*, Zimmermann, M.* & Lefke, C. (2021). "You are not alone" – Opportunities and challenges for university students' collaborative engagement when dealing with online information about COVID19. Frontiers in Psychology, 12. doi: 10.3389/fpsyg.2021.728408 *shared first authorship

Mayweg-Paus, E., Zimmermann, M. & Ruwe, T. (2021). DIALLS Dataset of evaluations of Open Educational Resources – The Cultural Literacy Learning Programme resources [Data set]. Zenodo. doi: 10.5281/zenodo.5553923

Mayweg-Paus E. & Zimmermann M. (2021) Educating cultural literacy with open educational resources: Opportunities and obstacles of digital teacher collaborations. In: Maine F., Vrikki M. (Eds.), Dialogue for Intercultural Understanding. Springer, Cham. doi: 10.1007/978-3-303-71778-0_11

Zimmermann, M., & Mayweg-Paus, E. (2021). The role of collaborative argumentation in future teachers' selection of online information. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 35(2-3), 185-198. doi: 10.1024/1010-0652/a000307

 

2020

Hendriks, F., Mayweg-Paus, E., Felton, M., Iordanou, K., Jucks, R. & Zimmermann, M. (2020). Constraints and affordances of online engagement with scientific information—A literature review. Frontiers in Psychology, 11(572744). doi: 10.3389/fpsyg.2020.572744

Mayweg-Paus, E., Enders, N. & Zimmermann, M. (2020). Kommunikation und E-Learning. Bedingungen, Gestaltungsmöglichkeiten und Qualitätssicherung beim Einsatz von Foren in der Hochschullehre. die hochschullehre, 6, 35-60. doi: 10.3278/HSL2003W

 

Weitere

Mayweg-Paus, E. & Jucks, R.* (2017). Conflicting evidence or conflicting opinions? Two- sided discussions contribute to experts' trustworthiness. Journal of Language and Social Psychology. doi: 10.1177/0261927X17716102 (a) *shared first authorship 

Mayweg-Paus, E. & Macagno, F. (2016). How dialogic settings influence evidence use in adolescent students. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2-3), 121-132. doi: 10.1024/1010-0652/a000171

Mayweg-Paus, E., Macagno, F. & Kuhn, D. (2016). Developing argumentation strategies in electronic dialogs: Is modeling effective? Discourse Processes, 53(4), 280-297. doi: 10.1080/0163853X.2015.1040323 

Mayweg-Paus, E., Thiebach, M., & Jucks, R. (2016). Let me critically question this! Insights from a training study on the role of questioning in argumentative discourse. International Journal of Educational Research, 79, 195-210. doi: 10.1016/j.ijer.2016.05.017

Macagno, F., Mayweg-Paus, & E., Kuhn, D. (2015). Argumentation theory in education studies: Coding and improving students' argumentative strategies. Topoi. An International Review of Philosophy, 34(2), 523-537. doi: 10.1007/s11245-014-9271-6

Hellmann, J.H., Paus, E. & Jucks. R. (2014). How can innovative teaching be taught? Insights from higher education. Psychology Learning and Teaching, 13, 43-51. doi:10.2304/plat.2014.13.1.43

Deiglmayr, A., Paus, E., McCall, C., Mullins, D., Berthold, K., Wittwer, J., Krämer, N., & Rummel, N. (2013). Towards an integration of the learning perspective and the communication perspective in computer-supported instructional communication. Journal of Media Psychology, 25(4), 180-189. doi:10.1027/1864-1105/a000101

Paus, E., Werner, C. S. & Jucks, R. (2012). Learning through online peer discourse: Structural equation modeling points to the role of discourse activities in individual understanding. Computers & Education, 58, 1127-1137. doi: 10.1016/j.compedu.2011.12.008

 

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