NACH OBEN

Prof. Dr. Julia Eberle

Interim Professor
Pädagogische Psychologie
Institut für Erziehungswissenschaft
Ruhr-Uni­ver­si­tät Bo­chum
Uni­ver­si­täts­stra­ße 150
D - 44801 Bo­chum
GA 1/162
Tel.: 0234 32 - 24565
E-Mail: julia.eberle@rub.de

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Curriculum Vitae
  • Academic Degrees:
    • Dr. phil., Educational Research, Doctoral Training Program Learning Sciences, LMU München, 2013
    • M.A., Educational Research, Psychology & Statistics, LMU München, 2009
  • Position: Senior Research Scientist
  • Curriculum Vitae (PDF)
    Google Scholar Profil

     

Focus of Research
  • Social relatedness
  • Learning, collaboration and networking in academia 
  • Socio-motivational aspects of learning
  • Learning with digital media
  • Social network analysis and learning

 

Selected Publications and Conference Contributions
  • Lachmann, D., Epstein, N., & Eberle, J. (2018). FoSWE – Eine Kurzskala zur Erfassung forschungsbezogener Selbstwirksamkeitserwartung. Zeitschrift für Pädagogische Psychologie, 32(1-2), 89-100. [doi: 10.1024/1010-0652/a000217]
  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2016). Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond. Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. Cham: Springer. 
  • Epstein, N., Pfeiffer, M., Eberle, J., von Kotzebue, L., Martius, T., Lachmann, D., Mozhova, A., Bauer, J., Berberat, P. O., Landmann, M., Herzig, S., Neuhaus, B. J., Offe, K., Prenzel, M., & Fischer, M. R. (2016). Nachwuchsmangel in der medizinischen Forschung. Wie kann der ärztliche Forschernachwuchs besser gefördert werden? Beiträge zur Hochschulforschung, 38(1-2), 164-191.
  • Eberle, J., Lund, K., Tchounikine, P., & Fischer, F. (2015). Grand Challenge Problems in Technology-Enhanced Learning II: MOOCs and Beyond. Perspectives for Research, Practice, and Policy Making Developed at the Alpine Rendez-Vous in Villard-de-Lans. Cham: Springer.
  • Eberle, J., Stegmann, K., & Fischer, F. (2015). Moving Beyond Case Studies: Applying Social Network Analysis to Study Learning as Participation in Communities of Practice. Learning: Research and Practice, 1(2), 100-112. [doi: 10.1080/23735082.2015.1028712]
  • Fischer, F., Kollar, I., Ufer, S., Sodian, B., Hussmann, H., Pekrun, R., Neuhaus, B., Dorner, B., Pankofer, S., Fischer, M., Strijbos, J.-W., Heene, M., & Eberle, J. (2014). Scientific Reasoning and Argumentation: Advancing an Interdisciplinary Research Agenda in Education. Frontline Learning Research, 2(3), 28-45. [doi: 10.14786/flr.v2i2.96]; Verfügbar unter: http://journals.sfu.ca/flr/index.php/journal/article/view/96
  • Eberle, J., Stegmann, K., & Fischer, F. (2014). Legitimate Peripheral Participation in Communities of Practice—Participation Support Structures for Newcomers in Faculty Student Councils. Journal of the Learning Sciences, 23(2), 216-244. [doi:10.1080/10508406.2014.883978]

Full List of Publications (PDF)