Alexander Renkl
TitleCited byYear
Cognitive load theory and instructional design: Recent developments
F Paas, A Renkl, J Sweller
Educational psychologist 38 (1), 1-4, 2003
Cognitive load theory
J Sweller
Psychology of learning and motivation 55, 37-76, 2011
Learning from examples: Instructional principles from the worked examples research
RK Atkinson, SJ Derry, A Renkl, D Wortham
Review of educational research 70 (2), 181-214, 2000
Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture
F Paas, A Renkl, J Sweller
Instructional science 32 (1), 1-8, 2004
Learning from worked-out examples: A study on individual differences
A Renkl
Cognitive science 21 (1), 1-29, 1997
Träges Wissen: wenn Erlerntes nicht genutzt wird
A Renkl
Psychologische Rundschau 47 (2), 78-92, 1996
Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective
A Renkl, RK Atkinson
Educational psychologist 38 (1), 15-22, 2003
Cognitive load theory
JL Plass, R Moreno, R Brünken
Cambridge University Press, 2010
Worked-out examples: Instructional explanations support learning by self-explanations
A Renkl
Learning and instruction 12 (5), 529-556, 2002
Situiertes Lernen in multimedialen Lernumgebungen
H Mandl, H Gruber, A Renkl
Learning from worked-out examples: The effects of example variability and elicited self-explanations
A Renkl, R Stark, H Gruber, H Mandl
Contemporary educational psychology 23 (1), 90-108, 1998
Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps.
RK Atkinson, A Renkl, MM Merrill
Journal of educational psychology 95 (4), 774, 2003
From example study to problem solving: Smooth transitions help learning
A Renkl, RK Atkinson, UH Maier, R Staley
The Journal of Experimental Education 70 (4), 293-315, 2002
Inert knowledge: Analyses and remedies
A Renkl, H Mandl, H Gruber
Educational Psychologist 31 (2), 115-121, 1996
The worked-out-example principle in multimedia learning
A Renkl
The Cambridge handbook of multimedia learning, 229-245, 2005
Was lernen wir in Schule und Hochschule: Träges Wissen?
H Gruber, H Mandl, A Renkl
Hogrefe, 2000
Finding and fixing errors in worked examples: Can this foster learning outcomes?
CS Große, A Renkl
Learning and instruction 17 (6), 612-634, 2007
Do learning protocols support learning strategies and outcomes? The role of cognitive and metacognitive prompts
K Berthold, M Nückles, A Renkl
Learning and Instruction 17 (5), 564-577, 2007
The self-explanation principle in multimedia learning
M Roy, MTH Chi
The Cambridge handbook of multimedia learning, 271-286, 2005
How fading worked solution steps works–a cognitive load perspective
A Renkl, RK Atkinson, CS Große
Instructional science 32 (1-2), 59-82, 2004
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