Linda Froese

Consultation Hours

by appointment by e-mail

External Links:

• ResearchGate
• ORCID

Academic Degrees

• 2024: Doctorate (Dr. phil.) Educational Science at the Ruhr University Bochum
• 2019: M.A. in Educational Science at the University of Cologne
• 2017: B.A. in Educational Science at the University of Cologne

CV

• Since 2025: Research Scientist at the Research Group on Learning and Instruction at the Ruhr University Bochum (Prof. Dr. Joachim Wirth)
• 2020 – 2025: Research Scientist at the Psychology of Education Research Group at the Ruhr University Bochum (Prof. Dr. Julian Roelle)
• 2018 – 2020: Student Assistant at the the Institute for Social Research at the University of Cologne 

Research Interests

• Accuracy of metacognitive judgments
• Monitoring and regulation

Selected Publications

Froese, L., & Roelle, J. (2024). How to support self-assessment through standards in dissimilar- solution-tasks. Learning and Instruction, 94, Article 101998. DOI

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. DOI

Loock, V. S., Fleischer, J., Scheunemann, A., Teich, K., Froese, L., & Wirth, J. (2022). Narrowing down dimensions of e-learning readiness in continuing vocational education – perspectives from the adult learner. Frontiers in Psychology, 13, 1033524. DOI 

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. DOI  * authors contributed equally to the publication

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. DOI

Selected Presentations

Froese, L., Roelle, J. (2023, August 22–26). How to enhance learners’ accuracy in evaluating self-generated examples? In R. Krebs & L. Froese (Chairs), How to Optimize Metacognitive Monitoring and Judgment Accuracy [Symposium]. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.

Froese, L., Loock, V., Teich, K., Czach, L., Draht , S., Maier, M., Gensterblum, Y., Wannöffel, B., Roelle, J. (2022, August 22–24). Quizzing Boosts Learning Gains and Efficiency in Six Sigma Continuing Education [Paper presentation]. Conference of the EARLI Special Interest Groups 6+7 (EARLI SIG 6+7), Zollikofen, Switzerland.

Trentepohl, S., Abel, R., Froese, L., Heitmann, S., Krebs, R., Obergassel, N., & Roelle, J. (2022, August 22-24). Combining the advantages of open- and closed-book quizzing: Starting with open-book quizzing supports long-term learning [Paper presentation]. Conference of the EARLI Special Interest Groups 6+7 (EARLI SIG 6+7), Zollikofen, Switzerland. 

Froese, L., & Roelle, J. (2022, July 18–22). Do standards enhance learners’ accuracy in judging self-generated examples? [Paper presentation]. Conference of the Junior Researchers of EARLI (JURE), Porto, Portugal.

Froese, L., & Roelle, J. (2021, August 18-20). How to improve learners' accuracy in judging self-generated examples [Paper presentation]. Virtual Conference of the Junior Researchers of EARLI (JURE), Online, Belgium.

Froese, L., Krebs, R., Moning, J., Obergassel, N., Waldeyer, J., & Roelle, J. (2021, August 23–27). Retrieval practice before generative learning exceeds generative learning before retrieval practice. In J. Roelle (Chair), How to integrate retrieval practice into existing educational activities [Symposium]. 19th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Online, Belgium.