Publikationen

Wagner, Marlene; Gegenfurtner, A.; Urhahne, D. (2025). Effectiveness of flipped classrooms. In: Designing Effective Digital Learning Environments: https://doi.org/10.4324/9781003386131-22, Routledge, New York

Eisenschmidt, Eve; Ley, Tobias; Seitlinger, Paul; Tammets, Kairit (2024). Exploring leaders' perceptions of school resilience during COVID-19: Constructing the framework for school development. International Journal of Educational Research Open, 7: https://doi.org/10.1016/J.IJEDRO.2024.100375

Harshani De Silva, L. M; Rodríguez-Triana, M. J.; Chounta, I.; Pishtari, G. (2024). Curriculum analytics in higher education institutions: a systematic literature review. Journal of Computing in Higher Education, Published 23 August 2024: https://doi.org/10.1007/s12528-024-09410-8

Jesmin, Triinu; Osula, Kairi; Niglas, Katrin; Ley, Tobias (2024). A Large-Scale Study to Profile Teachers’ Use of Games in the Classrooms: From Concerns to Adoption. Technology, Knowledge and Learning, in press: https://doi.org/10.1007/s10758-024-09781-y

Kusmin, Kadri-Liis; Normak, Peeter; Ley, Tobias (2024). A methodology for planning, implementation and evaluation of skills intelligence management – results of a design science project in technology organisations. Frontiers in Artificial Intelligence, 7: https://doi.org/10.3389/frai.2024.1424924

Tammets, Kairit; Ley, Tobias; Seitlinger, Paul; Eisenschmidt, Eve (2024). School culture and teaching practices for the effective student- centred learning during emergency remote teaching. European Journal of Teacher Education, in press: https://doi.org/10.1080/02619768.2024.2368019

Wagner, M.; Ley, T.; Kammerer, L.; Helm, C. (2024). Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study. European Journal of Teacher Education, in press: 1-19

Wagner, M; Pishtari, G.; Ley, T. (2024). The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment. Interactive Learning Environments, in press: 1-19

Zenk L.; Pausits A.; Brenner B.; Campell D.F.; Behrens D.A. Stöckler E.M.; Oppl St.; Steiner G. (2024). Meta-competences in complex environments: An interdisciplinary perspective. Thinking Skills and Creativity, 53: 101515

Ferreira Mello, R.; Rummel, N.; Jivet, I.; Pishtari, G.; Ruipérez-Valiente, J. A (2024). Technology Enhanced Learning for Inclusive and Equitable Quality Education: 19th European Conference on Technology Enhanced Learning, EC-TEL 2024, Krems, Austria, September 16–20, 2024, Proceedings, Part I. Springer Cham, Krems, Austria

Pfeffer, T.; Albrecht, V.; Parycek, P. (2024). Zukunft der Universitäten. Strategisches ExpertInnenpapier im Rahmen des Digitalen Aktionsplans Austria. University of Krems Press, Krems

Mlinar, K.; Pecek, M. (2024). Distance Learning During the Covid-19 Pandemic: What Did We Learn? Perspective of Slovenian Primary School Teachers. In: Worek, D.; Madalinska-Michalak, J., Education in times of uncertainty and crisis: 18-41, Jenior, Kassel

Pishtari, Gerti Sarmiento-Márquez, Edna Rodríguez-Triana, María Jesús Wagner, Marlene Ley, Tobias (2024). Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning Designs. In: Proceedings of the 14th Learning Analytics and Knowledge Conference: https://doi.org/10.1145/3636555.3636862, ACM, New York

Tammets, K.; Ley, T.; Kollom, K.; Khulbe, M. (2024). Interplay of Factors Influencing Pre-service Teachers’ Intention to Integrate Learning Analytics into Practice. In: Proceedings of the 19th European Conference on Technology-enhanced Learning: https://doi.org/10.1007/978-3-031-72315-5_29, Springer, Heidelberg

Mlinar, K.; Pecek, M. (2024). The Approach of Schools to Ethnic Diversity: The Perspective of Majority and Minority Pupils. Center for Educational Policy Studies Journal, 14: https://doi.org/10.26529/cepsj.1887

Ley, Tobias (2024). Setzen wir auf die Synergie zwischen Lehrkraft und KI! science.apa.at, APA, Wien

Brachtl, S.; Ipser, C.; Keser Aschenberger, F.; Oppl, S.; Oppl, S.; Pakoy, E.K.; Radinger, G. (2023). Physical home-learning environments of traditional and non-traditional students during the COVID pandemic: exploring the impact of learning space on students’ motivation, stress and well-being. Smart Learning Environments, 10, 7 (2023): https://doi.org/10.1186/s40561-023-00222-4

Kasepalu, R.; Chejara, P.; Prieto, L.P.; Ley, T. (2023). Studying teacher withitness in the wild: comparing a mirroring and an alerting & guiding dashboard for collaborative learning. International Journal of Computer-Supported Collaborative Learning, in press: https://doi.org/10.1007/s11412-023-09414-z

Ley, T.; Tammets, K.; Pishtari, G.; Chejara, P.; Kasepalu, R.; Khalil, M.; Saar, M.; Tuvi, I.; Väljataga, T.; Wasson, B. (2023). Towards a partnership of teachers and intelligent learning technology: A systematic literature review of model-based learning analytics. Journal of Computer Assisted Learning, 39(5): 1397-1417

Polikarpus, Stella; Luik, Piret; Poom-Valickis, Katrin; Ley, Tobias (2023). The Role of Trainers in Implementing Virtual Simulation-based Training: Effects on Attitude and TPACK Knowledge. Vocations and Learning, Vol. 16: 459–486