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Prof. Dr. Alexander Renkl

 

 

Über kurz oder lang kann das nimmer länger so weitergehen, außer es dauert noch länger, dann kann man nur sagen, es braucht halt alles seine Zeit, und Zeit wär's, dass es bald anders wird (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 hour: Thursday 15-16h. Prior notice is highly recommendable.  

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
  • Retrieval practice
  • Teachers' pedagogical and psychological knowledge

 

 Teaching

  • Educational Psychology
  • Developmental Psychology

Short bio


Selected Recent Publications (Full list of Publications)

Bender, L., Renkl, A., & Eitel, A. (2021). When and how seductive details harm learning. A study using cued retrospective reporting. Applied Cognitive Psychology, 35, 948–959. 

Eitel, A., Endres, T., & Renkl, A. (2022). Specific questions during retrieval practice are better for texts containing seductive details. Appled Cognitive Psychology, 36(5), 996-1008. https://doi.org/10.1002/acp.3984

Martin, M., Farrell, M., Seidel, T., Rieß, W., Könings, K. D., van Merriënboer, J. J. G., & Renkl, A. (2022).  Focused self-explanation prompts and segmenting foster pre-service teachers’ professional vision – but only during training! International Journal of Educational Technology in Higher Education, 19, 34. 

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020). The self-regulation view in writing-to-learn: Using journal writing to optimize cognitive load in self-regulated learning. Educational Psychology Review, 32, 1089-1126..

Roelle, J., & Renkl, A. (2020). Does an option to review instructional explanations enhance example-based learning? It depends on learners' academic self-concept. Journal of Educational Psychology, 112, 131-147.

Renkl, A. (2022). Meta-analyses as a privileged information source for informing teachers' practice? A plea for theories as primus inter pares. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology. https://doi.org/10.1024/1010-0652/a000345

 

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