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


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Zeitschriftenartikel (peer reviewed)

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.

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. *shared first authorship.

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.

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 Pedagogical Psychology, 1–14.

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).

Mayweg-Paus, E., Zimmermann, M., Le, N.T., & Pinkwart, N. (2020). A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies.

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. Dauerhaft verfügbar unter:

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

Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2016). Better to agree or disagree? - The role of critical questioning and elaboration in argumentative discourse. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 30(2-3), 133-149. doi: 10.1024/1010-0652/a000174 

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