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.

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