Renkl, Alexander

Cognitive Load Theory and Instructional Design: Recent Developments

Paas, F., Renkl, A., & Sweller, J. (2003) · Educational Psychologist

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 3,041

Cognitive Load Theory: Instructional Implications of the Interaction between Information Structures and Cognitive Architecture

Paas, F., Renkl, A., & Sweller, J. (2004) · Instructional Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 1,054

Learning from worked-out examples: A study on individual differences

RENKL, A. (1997) · Cognitive Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 679

Structuring the Transition From Example Study to Problem Solving in Cognitive Skill Acquisition: A Cognitive Load Perspective

Renkl, A., & Atkinson, R. K. (2003) · Educational Psychologist

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 540

Toward an Instructionally Oriented Theory of Example‐Based Learning

Renkl, A. (2014) · Cognitive Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 509

Transitioning From Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps.

Atkinson, R. K., Renkl, A., & Merrill, M. M. (2003) · Journal of Educational Psychology

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 491

Worked-out examples: Instructional explanations support learning by self-explanations

Renkl, A. (2002) · Learning and Instruction

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 452

From Example Study to Problem Solving: Smooth Transitions Help Learning

Renkl, A., Atkinson, R. K., Maier, U. H., & Staley, R. (2002) · The Journal of Experimental Education

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 312

Why Instructional Explanations Often Do Not Work: A Framework for Understanding the Effectiveness of Instructional Explanations

Wittwer, J., & Renkl, A. (2008) · Educational Psychologist

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 277

How Fading Worked Solution Steps Works – A Cognitive Load Perspective

Renkl, A., Atkinson, R. K., & Große, C. S. (2004) · Instructional Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 272

Enhancing self-regulated learning by writing learning protocols

Nückles, M., Hübner, S., & Renkl, A. (2009) · Learning and Instruction

Innovative Teaching and Learning MethodsWriting and Handwriting Education

Cited by 252

Assisting self-explanation prompts are more effective than open prompts when learning with multiple representations

Berthold, K., Eysink, T. H. S., & Renkl, A. (2009) · Instructional Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 238

The Self-Regulation-View in Writing-to-Learn: Using Journal Writing to Optimize Cognitive Load in Self-Regulated Learning

Nückles, M., Roelle, J., Glogger-Frey, I., Waldeyer, J., & Renkl, A. (2020) · Educational Psychology Review

Innovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

Cited by 213

Inventing a solution and studying a worked solution prepare differently for learning from direct instruction

Glogger-Frey, I., Fleischer, C., Grüny, L., Kappich, J., & Renkl, A. (2015) · Learning and Instruction

Innovative Teaching and Learning MethodsVisual and Cognitive Learning Processes

Cited by 151

Expertise reversal effects in writing-to-learn

Nückles, M., Hübner, S., Dümer, S., & Renkl, A. (2010) · Instructional Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 107

Conditions and effects of example elaboration

Stark, R., Mandl, H., Gruber, H., & Renkl, A. (2002) · Learning and Instruction

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 105

Prior knowledge activation: how different concept mapping tasks lead to substantial differences in cognitive processes, learning outcomes, and perceived self-efficacy

Gurlitt, J., & Renkl, A. (2010) · Instructional Science

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 103

Accounting for Beneficial Effects of Worked Examples in Tutored Problem Solving

Salden, R. J. C. M., Koedinger, K. R., Renkl, A., Aleven, V., & McLaren, B. M. (2010) · Educational Psychology Review

Visual and Cognitive Learning ProcessesIntelligent Tutoring Systems and Adaptive Learning

Cited by 96

Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

Lachner, A., Hoogerheide, V., van Gog, T., & Renkl, A. (2022) · Educational Psychology Review

Visual and Cognitive Learning ProcessesInnovative Teaching and Learning Methods

Cited by 77

Learning From Examples: Fostering Self-Explanations in Computer-Based Learning Environments

Renkl, A., & Atkinson, R. K. (2002) · Interactive Learning Environments

Visual and Cognitive Learning ProcessesIntelligent Tutoring Systems and Adaptive Learning

Cited by 74

Worked Examples and Tutored Problem Solving: Redundant or Synergistic Forms of Support?

Salden, R. J. C. M., Aleven, V. A. W. M. M., Renkl, A., & Schwonke, R. (2009) · Topics in Cognitive Science

Intelligent Tutoring Systems and Adaptive LearningVisual and Cognitive Learning Processes

Cited by 74

Mechanisms behind the testing effect: an empirical investigation of retrieval practice in meaningful learning

Endres, T., & Renkl, A. (2015) · Frontiers in Psychology

Memory Processes and InfluencesVisual and Cognitive Learning Processes

Cited by 71

The double-edged effects of explanation prompts

Berthold, K., Röder, H., Knörzer, D., Kessler, W., & Renkl, A. (2011) · Computers in Human Behavior

Visual and Cognitive Learning ProcessesIntelligent Tutoring Systems and Adaptive Learning

Cited by 67

Effects of a training intervention to foster argumentation skills while processing conflicting scientific positions

Hefter, M. H., Berthold, K., Renkl, A., Riess, W., Schmid, S., & Fries, S. (2014) · Instructional Science

Science Education and PedagogyEducational Strategies and Epistemologies

Cited by 63