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Prof. Dr. Alexander Renkl

 

 

Es ist schon alles gesagt, nur noch nicht von allen (Karl Valentin) 

Postal Address

University of Freiburg
Psychological Institute
Educational and Developmental Psychology

Engelbergerstr.41
D-79085 Freiburg
Germany

Tel.: ++49 (0) 761 203 3003
Fax: ++49 (0) 761 203 3100

renkl@psychologie.uni-freiburg.de 

Office hours during semester:

Tuesday 15.30-16.30

 

Foto Inga GloggerFoto Inga Glogger
renkl_bild_2011renkl_bild_2011

 

Manchmal gehen mir meine Meinungen auf die Nerven; aber ich habe keine anderen (Werner Schneyder)  

 Research
  • Example-based learning
  • Instructional explanations and self-explanations
  • Learning from multiple representations (multimedia learning)
  • Learning strategies
  • Learning by journal writing
  • Teachers' pedagogical and psychological knowledge

 

 Teaching

  • Educational Psychology
  • Developmental Psychology

Short bio


Selected Recent Publications (Full list of Publications)

Eitel, A., Bender, L., & Renkl, A. (2019). Are seductive details seductive only when you think they are relevant? An experimental test of the moderating role of perceived relevance. Applied Cognitive Psychology, 33, 20-30.

Glogger-Frey, I., Deutscher, M., & Renkl, A. (2018). Student teachers' prior knowledge as prerequisite to learn how to assess pupils' learning strategies. Teaching and Teacher Education, 76, 227-241.

Hoogerheide,, V., Renkl, A., Fiorella, L., Paas, F., & van Gog, T. (2019). Enhancing example-based learning: Teaching on video increases arousal and improves problem-solving performance. Journal of Educational Psychology, 111, 45-56.

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2019; online first). Timing matters! Explaining between study phases enhances students' learning. Journal of Educational Psychology.

Roelle, J., & Renkl, A. (2019, online first). Does an option to review instructional explanations enhance example-based learning? It depends on learners' academic self-concept. Journal of Educational Psychology.

Zeeb, H., Biwer, F., Brunner, G., Leuders, T., & Renkl, A. (2019; online first). Make it relevant! How prior instructions foster the Integration of teacher knowledge. Instructional Science.

 

 

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