Dr. Linda Froese

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Der ausführliche CV (PDF) kann hier abgerufen werden.

• Promotion (Dr. phil.) in Erziehungswissenschaft, Ruhr-Universität Bochum (April 2024)
• Master of Arts in Erziehungswissenschaft, Universität zu Köln (Dezember 2019)
• Bachelor of Arts in Erziehungswissenschaft, Universität zu Köln (September 2017)

• Akkuratheit metakognitiver Urteile
• Monitoring und Regulation

Research Gate
Google Scholar

ORC-ID: 0000-0002-3697-5710

• Froese, L., & Roelle, J. (2024). How to support self-assessment through standards in dissimilar- solution-tasks. Learning and Instruction, 94, Article 101998. https://doi.org/10.1016/j.learninstruc.2024.101998
• Froese, L., & Roelle, J. (2023). Expert example but not negative example standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning. https://doi.org/10.1007/s11409-023-09347-w
• Teich, K., Froese, L., Loock, V., & Rummel, N. (2023). Self-regulated learning in online continuing education: Managing learning time is a key challenge. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.), Proceedings of the 17th International Conference of the Learning Sciences - ICLS 2023 (pp. 1863–1864). International Society of the Learning Sciences. https://doi.org/10.22318/icls2023.702524
• Loock, V. S., Fleischer, J., Scheunemann, A., Froese, L., Teich, K., & Wirth, J. (2022). Narrowing down dimensions of e-learning readiness in continuing vocational education - perspectives from the adult learner. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1033524
• Roelle, J., Froese*, L., Krebs*, R., Obergassel*, N., & Waldeyer*, J. (2022). Sequence matters! Retrieval practice before generative learning is more effective than the reverse order. Learning and Instruction, 80, Article 101634. https://doi.org/10.1016/j.learninstruc.2022.101634
• Froese, L., & Roelle, J. (2022). Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning, 17(2), 565–588. https://doi.org/10.1007/s11409-022-09293-z

     * Autoren haben gleichwertig zur Publikation beigetragen