---
_id: '61327'
abstract:
- lang: eng
text: "Robot learning from humans has been proposed and researched for several decades
as a means to enable robots to learn new skills or\r\nadapt existing ones to new
situations. Recent advances in artificial intelligence, including learning approaches
like reinforcement\r\nlearning and architectures like transformers and foundation
models, combined with access to massive datasets, has created attractive\r\nopportunities
to apply those data-hungry techniques to this problem. We argue that the focus
on massive amounts of pre-collected\r\ndata, and the resulting learning paradigm,
where humans demonstrate and robots learn in isolation, is overshadowing a specialized\r\narea
of work we term Human-Interactive-Robot-Learning (HIRL). This paradigm, wherein
robots and humans interact during the\r\nlearning process, is at the intersection
of multiple fields (artificial intelligence, robotics, human-computer interaction,
design and others)\r\nand holds unique promise. Using HIRL, robots can achieve
greater sample efficiency (as humans can provide task knowledge through\r\ninteraction),
align with human preferences (as humans can guide the robot behavior towards their
expectations), and explore more\r\nmeaningfully and safely (as humans can utilize
domain knowledge to guide learning and prevent catastrophic failures). This can
result\r\nin robotic systems that can more quickly and easily adapt to new tasks
in human environments. The objective of this paper is to\r\nprovide a broad and
consistent overview of HIRL research and to guide researchers toward understanding
the scope of HIRL, and\r\ncurrent open or underexplored challenges related to
four themes — namely, human, robot learning, interaction, and broader context.\r\nThe
paper includes concrete use cases to illustrate the interaction between these
challenges and inspire further research according to\r\nbroad recommendations
and a call for action for the growing HIRL community"
article_type: original
author:
- first_name: 'Kim '
full_name: 'Baraka, Kim '
last_name: Baraka
- first_name: Ifrah
full_name: Idrees, Ifrah
last_name: Idrees
- first_name: Taylor Kessler
full_name: Faulkner, Taylor Kessler
last_name: Faulkner
- first_name: Erdem
full_name: Biyik, Erdem
last_name: Biyik
- first_name: Serena
full_name: Booth, Serena
last_name: Booth
- first_name: Mohamed
full_name: Chetouani, Mohamed
last_name: Chetouani
- first_name: Daniel H.
full_name: Grollman, Daniel H.
last_name: Grollman
- first_name: Akanksha
full_name: Saran, Akanksha
last_name: Saran
- first_name: Emmanuel
full_name: Senft, Emmanuel
last_name: Senft
- first_name: Silvia
full_name: Tulli, Silvia
last_name: Tulli
- first_name: Anna-Lisa
full_name: Vollmer, Anna-Lisa
last_name: Vollmer
- first_name: Antonio
full_name: Andriella, Antonio
last_name: Andriella
- first_name: Helen
full_name: Beierling, Helen
last_name: Beierling
- first_name: Tiffany
full_name: Horter, Tiffany
last_name: Horter
- first_name: Jens
full_name: Kober, Jens
last_name: Kober
- first_name: Isaac
full_name: Sheidlower, Isaac
last_name: Sheidlower
- first_name: Matthew E.
full_name: Taylor, Matthew E.
last_name: Taylor
- first_name: Sanne
full_name: van Waveren, Sanne
last_name: van Waveren
- first_name: Xuesu
full_name: Xiao, Xuesu
last_name: Xiao
citation:
ama: 'Baraka K, Idrees I, Faulkner TK, et al. Human-Interactive Robot Learning:
Definition, Challenges, and Recommendations. Transactions on Human-Robot Interaction.'
apa: 'Baraka, K., Idrees, I., Faulkner, T. K., Biyik, E., Booth, S., Chetouani,
M., Grollman, D. H., Saran, A., Senft, E., Tulli, S., Vollmer, A.-L., Andriella,
A., Beierling, H., Horter, T., Kober, J., Sheidlower, I., Taylor, M. E., van Waveren,
S., & Xiao, X. (n.d.). Human-Interactive Robot Learning: Definition, Challenges,
and Recommendations. Transactions on Human-Robot Interaction.'
bibtex: '@article{Baraka_Idrees_Faulkner_Biyik_Booth_Chetouani_Grollman_Saran_Senft_Tulli_et
al., title={Human-Interactive Robot Learning: Definition, Challenges, and Recommendations},
journal={Transactions on Human-Robot Interaction}, author={Baraka, Kim and Idrees,
Ifrah and Faulkner, Taylor Kessler and Biyik, Erdem and Booth, Serena and Chetouani,
Mohamed and Grollman, Daniel H. and Saran, Akanksha and Senft, Emmanuel and Tulli,
Silvia and et al.} }'
chicago: 'Baraka, Kim , Ifrah Idrees, Taylor Kessler Faulkner, Erdem Biyik, Serena
Booth, Mohamed Chetouani, Daniel H. Grollman, et al. “Human-Interactive Robot
Learning: Definition, Challenges, and Recommendations.” Transactions on Human-Robot
Interaction, n.d.'
ieee: 'K. Baraka et al., “Human-Interactive Robot Learning: Definition, Challenges,
and Recommendations,” Transactions on Human-Robot Interaction.'
mla: 'Baraka, Kim, et al. “Human-Interactive Robot Learning: Definition, Challenges,
and Recommendations.” Transactions on Human-Robot Interaction.'
short: K. Baraka, I. Idrees, T.K. Faulkner, E. Biyik, S. Booth, M. Chetouani, D.H.
Grollman, A. Saran, E. Senft, S. Tulli, A.-L. Vollmer, A. Andriella, H. Beierling,
T. Horter, J. Kober, I. Sheidlower, M.E. Taylor, S. van Waveren, X. Xiao, Transactions
on Human-Robot Interaction (n.d.).
date_created: 2025-09-17T12:42:45Z
date_updated: 2025-09-17T13:40:16Z
keyword:
- Robot learning
- Interactive learning systems
- Human-robot interaction
- Human-in-the-loop machine learning
- Teaching and learning
language:
- iso: eng
project:
- _id: '123'
name: TRR 318 - Subproject B5
publication: Transactions on Human-Robot Interaction
publication_status: submitted
status: public
title: 'Human-Interactive Robot Learning: Definition, Challenges, and Recommendations'
type: journal_article
user_id: '50995'
year: '2025'
...
---
_id: '57895'
abstract:
- lang: eng
text: "In our paper, we present a study in which we investigate which strategies
pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates
for congruence theorems for quadrilaterals. This study was conducted before the
PTSs attended a university geometry course. In this way, statements about learning
prerequisites can be made. For the study, we analyzed group discussions of PSTs
to identify typical approaches and evaluate them from a mathematical perspective.
The results can be considered for the further development of courses for PSTs
and generate hypotheses\r\nfor further research."
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Sarah
full_name: Schlüter, Sarah
last_name: Schlüter
citation:
ama: 'Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence
Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard
N, eds. Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024).
Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and
INDRUM; 2024.'
apa: Hoffmann, M., & Schlüter, S. (2024). How Do Advanced Pre-Service Teachers
Develop Congruence Theorems for Quadrilaterals? In A. S. González-Martín, G. Gueudet,
I. Florensa, & N. Lombard (Eds.), Proceedings of the Fifth Conference of
the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024). Escola Univerist`aria Salesiana de Sarri`a – Univ.
Aut`onoma de Barcelona and INDRUM.
bibtex: '@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do
Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?},
booktitle={Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola
Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM},
author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro
S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024}
}'
chicago: 'Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers
Develop Congruence Theorems for Quadrilaterals?” In Proceedings of the Fifth
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2024, 10-14 June 2024), edited by Alejandro S. González-Martín, Ghislaine
Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria
Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.'
ieee: M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop
Congruence Theorems for Quadrilaterals?,” in Proceedings of the Fifth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024), 2024.
mla: Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop
Congruence Theorems for Quadrilaterals?” Proceedings of the Fifth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2024, 10-14 June 2024), edited by Alejandro S. González-Martín et al., Escola
Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM,
2024.
short: 'M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa,
N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network
for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024),
Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and
INDRUM, Barcelona, 2024.'
date_created: 2025-01-02T10:45:53Z
date_updated: 2025-01-02T10:45:59Z
ddc:
- '370'
- '510'
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Alejandro S.
full_name: González-Martín, Alejandro S.
last_name: González-Martín
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
- first_name: Ignasi
full_name: Florensa, Ignasi
last_name: Florensa
- first_name: Nathan
full_name: Lombard, Nathan
last_name: Lombard
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2025-01-02T10:42:21Z
date_updated: 2025-01-02T10:42:21Z
file_id: '57896'
file_name: 2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf
file_size: 315111
relation: main_file
success: 1
file_date_updated: 2025-01-02T10:42:21Z
has_accepted_license: '1'
keyword:
- Teachers’ and students’ practices at university level
- Transition to
- across and from university mathematics
- Teaching and learning of specific topics in university mathematics
- Congruence
- Quadrilaterals
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf
oa: '1'
place: Barcelona
publication: Proceedings of the Fifth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)
publication_status: published
publisher: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona
and INDRUM
quality_controlled: '1'
status: public
title: How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?
type: conference
user_id: '32202'
year: '2024'
...
---
_id: '31849'
author:
- first_name: Max
full_name: Hoffmann, Max
id: '32202'
last_name: Hoffmann
orcid: 0000-0002-6964-7123
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: 'Hoffmann M, Biehler R. Student Teachers ’ Knowledge of Congruence before a
University Course on Geometry. In: Trigueros M, Barquero B, Hochmuth R, Peters
J, eds. Proceedings of the Fourth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022).
University of Hannover and INDRUM.; 2023.'
apa: Hoffmann, M., & Biehler, R. (2023). Student Teachers ’ Knowledge of Congruence
before a University Course on Geometry. In M. Trigueros, B. Barquero, R. Hochmuth,
& J. Peters (Eds.), Proceedings of the Fourth Conference of the International
Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October
2022). University of Hannover and INDRUM.
bibtex: '@inproceedings{Hoffmann_Biehler_2023, place={Hannover}, title={Student
Teachers ’ Knowledge of Congruence before a University Course on Geometry}, booktitle={Proceedings
of the Fourth Conference of the International Network for Didactic Research in
University Mathematics (INDRUM 2022, 19-22 October 2022)}, publisher={University
of Hannover and INDRUM.}, author={Hoffmann, Max and Biehler, Rolf}, editor={Trigueros,
Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}, year={2023}
}'
chicago: 'Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence
before a University Course on Geometry.” In Proceedings of the Fourth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2022, 19-22 October 2022), edited by Marı́a Trigueros, Berta Barquero, Reinhard
Hochmuth, and Jana Peters. Hannover: University of Hannover and INDRUM., 2023.'
ieee: M. Hoffmann and R. Biehler, “Student Teachers ’ Knowledge of Congruence before
a University Course on Geometry,” in Proceedings of the Fourth Conference of
the International Network for Didactic Research in University Mathematics (INDRUM
2022, 19-22 October 2022), 2023.
mla: Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence
before a University Course on Geometry.” Proceedings of the Fourth Conference
of the International Network for Didactic Research in University Mathematics (INDRUM
2022, 19-22 October 2022), edited by Marı́a Trigueros et al., University of
Hannover and INDRUM., 2023.
short: 'M. Hoffmann, R. Biehler, in: M. Trigueros, B. Barquero, R. Hochmuth, J.
Peters (Eds.), Proceedings of the Fourth Conference of the International Network
for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022),
University of Hannover and INDRUM., Hannover, 2023.'
date_created: 2022-06-12T11:07:34Z
date_updated: 2023-03-25T10:11:35Z
ddc:
- '370'
- '510'
department:
- _id: '97'
editor:
- first_name: Marı́a
full_name: Trigueros, Marı́a
last_name: Trigueros
- first_name: Berta
full_name: Barquero, Berta
last_name: Barquero
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Jana
full_name: Peters, Jana
last_name: Peters
file:
- access_level: closed
content_type: application/pdf
creator: maxh
date_created: 2023-03-25T10:01:03Z
date_updated: 2023-03-25T10:01:03Z
file_id: '43096'
file_name: HoffmannBiehler2022_indrum_congruence.pdf
file_size: 201942
relation: main_file
success: 1
file_date_updated: 2023-03-25T10:01:03Z
has_accepted_license: '1'
keyword:
- Teaching and learning of specific topics in university mathematics
- Transition to
- across and from university mathematics
- Student Teachers
- Geometry
- Congruence
- Double Discontinuity.
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.univ-reims.fr/INDRUM2022/
oa: '1'
place: Hannover
publication: Proceedings of the Fourth Conference of the International Network for
Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)
publication_status: published
publisher: University of Hannover and INDRUM.
quality_controlled: '1'
status: public
title: Student Teachers ’ Knowledge of Congruence before a University Course on Geometry
type: conference
user_id: '32202'
year: '2023'
...
---
_id: '29755'
abstract:
- lang: ger
text: 'Im Sinne eines Scholarship of Teaching and Learning wird in diesem Aufsatz
die Neugestaltung einer eigenständig durchgeführten Lehrveranstaltung im Bereich
der Forschungsmethoden empirisch untersucht. Die neugestaltete Lehrveranstaltung
integriert sowohl direkt-instruktionale als auch kooperativ-offene Sitzungsformate
und wird mit einer thematisch ähnlichen Lehrveranstaltung des Jahres 2012 verglichen,
welche fast ausschließlich im Vorlesungsstil (direkt-instruktional) gehalten wurde.
Im Mittelpunkt des Evaluationsvorhabens standen folgende Forschungsfragen: (1)
Unterscheiden sich die summativen Evaluationen der Lehrveranstaltungen der Jahre
2012 und 2014 in den Variablen subjektiver Lernerfolg, Motivation zur selbstständigen
Auseinandersetzung mit den Inhalten sowie Gesamteindruck des Seminars?, (2) Welchen
Einfluss hat die Form der Sitzungsgestaltung (direkt-instruktional vs. kooperativ-offen)
auf das Erleben von Kompetenz, Autonomie und sozialer Eingebundenheit?, (3) Welche
Form der Sitzungsgestaltung wird von den Studierenden stärker akzeptiert? und
(4) Welchen Einfluss hat die Form der Sitzungsgestaltung auf den subjektiven Lernerfolg
der Studierenden? Empirisch zeigte sich, dass die neugestaltete Lehrveranstaltung
des Jahres 2014 von den Studierenden in fast allen Variablen als lernwirksamer
eingeschätzt wurde. Des Weiteren ergaben sich Hinweise, dass sich kooperativ-offene
Sitzungsformate positiv auf motivationale Ausgangsbedingungen auswirken.'
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Goller M. Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben
von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
in den Bildungswissenschaften. die hochschullehre. Published online 2015.'
apa: 'Goller, M. (2015). Zum Einfluss des didaktischen Designs auf das (motivationale)
Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
in den Bildungswissenschaften. die hochschullehre.'
bibtex: '@article{Goller_2015, title={Zum Einfluss des didaktischen Designs auf
das (motivationale) Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie
im Rahmen der Methodeneinführung in den Bildungswissenschaften}, journal={die
hochschullehre}, author={Goller, Michael}, year={2015} }'
chicago: 'Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale)
Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
in den Bildungswissenschaften.” die hochschullehre, 2015.'
ieee: 'M. Goller, “Zum Einfluss des didaktischen Designs auf das (motivationale)
Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
in den Bildungswissenschaften,” die hochschullehre, 2015.'
mla: 'Goller, Michael. “Zum Einfluss des didaktischen Designs auf das (motivationale)
Erleben von Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
in den Bildungswissenschaften.” die hochschullehre, 2015.'
short: M. Goller, die hochschullehre (2015).
date_created: 2022-02-04T09:06:28Z
date_updated: 2022-02-04T09:06:34Z
department:
- _id: '452'
keyword:
- Direkte Instruktion
- Evaluation
- Kooperatives Lernen
- Methodenausbildung
- Paderborn
- Scholarship of Teaching and Learning
language:
- iso: ger
publication: die hochschullehre
publication_status: published
related_material:
link:
- relation: other
url: http://www.hochschullehre.org/?p=699
status: public
title: 'Zum Einfluss des didaktischen Designs auf das (motivationale) Erleben von
Lehrveranstaltungen: Eine quantitative Fallstudie im Rahmen der Methodeneinführung
in den Bildungswissenschaften'
type: journal_article
user_id: '50788'
year: '2015'
...
---
_id: '4478'
abstract:
- lang: eng
text: "The purpose of the research was to develop and validate an instrument for
the assessment of attitudes towards the study environment in higher education
contexts. The questionnaire is designed to measure students' attitudes towards
two particular objects: the university (or Higher Education Institution) and the
process of studying. Five studies at two different universities were conducted
to develop and validate the Attitudes towards the Study Environment Questionnaire
(ASEQ). In total, 1640 students filled in the questionnaire. Reliability tests
and exploratory factor analysis as well as confirmatory factor analysis showed
satisfactory psychometric characteristics of the ASEQ. Each part of the questionnaire
is internally consistent and construct validity of the scales is supported by
correlations with other constructs as assumed by current theories: Positive attitudinal
constructs (normative behavior, autonomy, joy, self-efficacy, and task value)
are positively related to intrinsic motivation and the expected study performance
while anxiety is negatively related to these constructs. \r\nSince attitudes towards
the study situation are connected to student engagement and motivation, the study
contributes to the theory of student learning by providing a validated instrument
to assess attitudes. Thus, the ASEQ can support further research on student performance
and development by providing an instrument for the hitherto neglected but nonetheless
extremely relevant domain of attitudes. Also, the questionnaire can be used as
a diagnostic instrument for higher education faculty and administration to trace
students' attitudinal development over time - a factor of prime importance for
student socialization during the introductory phase of studying."
author:
- first_name: Taiga
full_name: Brahm, Taiga
last_name: Brahm
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Dieter
full_name: Euler, Dieter
last_name: Euler
citation:
ama: 'Brahm T, Jenert T, Euler D. On the assessment of attitudes towards the study
process and the university: Attitudes towards the Study Environment Questionnaire
(ASEQ). In: EARLI European Association for Research on Learning and Instruction;
2013.'
apa: 'Brahm, T., Jenert, T., & Euler, D. (2013). On the assessment of attitudes
towards the study process and the university: Attitudes towards the Study Environment
Questionnaire (ASEQ). Presented at the 15th Biennial EARLI Conference, München
: EARLI European Association for Research on Learning and Instruction.'
bibtex: '@inproceedings{Brahm_Jenert_Euler_2013, title={On the assessment of attitudes
towards the study process and the university: Attitudes towards the Study Environment
Questionnaire (ASEQ)}, publisher={EARLI European Association for Research on Learning
and Instruction}, author={Brahm, Taiga and Jenert, Tobias and Euler, Dieter},
year={2013} }'
chicago: 'Brahm, Taiga, Tobias Jenert, and Dieter Euler. “On the Assessment of Attitudes
towards the Study Process and the University: Attitudes towards the Study Environment
Questionnaire (ASEQ).” EARLI European Association for Research on Learning and
Instruction, 2013.'
ieee: 'T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards
the study process and the university: Attitudes towards the Study Environment
Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München
, 2013.'
mla: 'Brahm, Taiga, et al. On the Assessment of Attitudes towards the Study Process
and the University: Attitudes towards the Study Environment Questionnaire (ASEQ).
EARLI European Association for Research on Learning and Instruction, 2013.'
short: 'T. Brahm, T. Jenert, D. Euler, in: EARLI European Association for Research
on Learning and Instruction, 2013.'
conference:
end_date: 2013-08-31
location: 'München '
name: 15th Biennial EARLI Conference
start_date: 2013-08-27
date_created: 2018-09-19T08:22:51Z
date_updated: 2022-01-06T07:01:06Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- attitudes
- teaching and learning
- studying
- higher education institution
- theory of planned behavior
- instrument development
publisher: EARLI European Association for Research on Learning and Instruction
status: public
title: 'On the assessment of attitudes towards the study process and the university:
Attitudes towards the Study Environment Questionnaire (ASEQ)'
type: conference
user_id: '51057'
year: '2013'
...
---
_id: '4450'
author:
- first_name: Tobias
full_name: Jenert, Tobias
id: '71994'
last_name: Jenert
orcid: ' https://orcid.org/0000-0001-9262-5646'
- first_name: Franziska
full_name: Zellweger, Franziska
last_name: Zellweger
- first_name: Jenny
full_name: Dommen, Jenny
last_name: Dommen
- first_name: Anja
full_name: Gebhardt, Anja
last_name: Gebhardt
citation:
ama: 'Jenert T, Zellweger F, Dommen J, Gebhardt A. Lernkulturen an Hochschulen:
Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller,
Pädagogischer Und Organisationaler Perspektive.; 2009.'
apa: 'Jenert, T., Zellweger, F., Dommen, J., & Gebhardt, A. (2009). Lernkulturen
an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens
unter individueller, pädagogischer und organisationaler Perspektive.'
bibtex: '@book{Jenert_Zellweger_Dommen_Gebhardt_2009, title={Lernkulturen an Hochschulen:
Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller,
pädagogischer und organisationaler Perspektive}, author={Jenert, Tobias and Zellweger,
Franziska and Dommen, Jenny and Gebhardt, Anja}, year={2009} }'
chicago: 'Jenert, Tobias, Franziska Zellweger, Jenny Dommen, and Anja Gebhardt.
Lernkulturen an Hochschulen: Theoretische Überlegungen Zur Betrachtung Studentischen
Lernens Unter Individueller, Pädagogischer Und Organisationaler Perspektive,
2009.'
ieee: 'T. Jenert, F. Zellweger, J. Dommen, and A. Gebhardt, Lernkulturen an Hochschulen:
Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller,
pädagogischer und organisationaler Perspektive. 2009.'
mla: 'Jenert, Tobias, et al. Lernkulturen an Hochschulen: Theoretische Überlegungen
Zur Betrachtung Studentischen Lernens Unter Individueller, Pädagogischer Und Organisationaler
Perspektive. 2009.'
short: 'T. Jenert, F. Zellweger, J. Dommen, A. Gebhardt, Lernkulturen an Hochschulen:
Theoretische Überlegungen Zur Betrachtung Studentischen Lernens Unter Individueller,
Pädagogischer Und Organisationaler Perspektive, 2009.'
date_created: 2018-09-18T11:55:39Z
date_updated: 2022-01-06T07:01:05Z
department:
- _id: '208'
- _id: '282'
extern: '1'
keyword:
- Lernkultur
- Hochschule
- HEI
- learning culture
- higher education
- teaching and learning
- Hochschullehre
status: public
title: 'Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen
Lernens unter individueller, pädagogischer und organisationaler Perspektive'
type: report
user_id: '51057'
year: '2009'
...