| Issue Date | Title | Author(s) |
| 2018-07 | Assessing Prerequisites and Processes of Self-, Co- and Shared Regulation during Collaborative Learning | De Backer, Liesje; Kollar, Ingo; Williams, Christopher A.; Seufert, Tina; Weinberger, Armin; Melzner, Nadine; Greisel, Martin; Dresel, Markus; Kielstra, Jolique; Molenaar, Inge; Van Keer, Hilde; Valcke, Martin; Hämäläinen, Raija |
| 2021-06 | Do all Roads Lead to Rome? An Expert Study to Assess the Immediacy of Strategies to
Regulate Collaborative Learning | Fett, Kerstin; Greisel, Martin; Dresel, Markus; Kollar, Ingo |
| 2024 | Do Different Goals Affect the Configuration of University Students' Internal Collaboration Scripts? Results of an Epistemic Network Analysis Study | Özbek, Tugce; Greisel, Martin; Wekerle, Christina; Kollar, Ingo |
| 2019-06 | Effective Regulation in Collaborative Learning: An Attempt to Determine the Fit of Regulation Challenges and Strategies | Melzner, Nadine; Greisel, Martin; Dresel, Markus; Kollar, Ingo |
| 2021-06 | “Houston, We Have a Problem!” Homogeneous Problem Perception, and Immediacy and Intensity of Strategy Use in Online Collaborative Learning | Greisel, Martin; Spang, Laura; Fett, Kerstin; Melzner, Nadine; Dresel, Markus; Kollar, Ingo |
| 2018-07 | How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies | Greisel, Martin; Melzner, Nadine; Kollar, Ingo; Dresel, Markus |
| 2023 | How to Use Theory to Implement Natural Language Processing for Peer-Feedback | Greisel, Martin; Bauer, Elisabeth; Kuznetsov, Ilia; Berndt, Markus; Dresel, Markus; Fischer, Martin R.; Kollar, Ingo; Fischer, Frank |
| 2023 | Perceptions Predict Problem Regulation? The Role of Homogeneous Problem Perception for Successful Regulation in Collaborative Learning | Spang, Laura; Greisel, Martin; Kollar, Ingo |
| 2022 | Regulation of Teaching as an Individual or Collaborative Process: Theory Meets Practice | Zhu, Gaoxia; Greisel, Martin; Hegele, Regina; Printz, Heidrun; León, Jenny Melo; Calzado, Laura; Nazeem, Raadiyah; Borge, Marcela; Teo, Chew Lee; Bernaus, Mercè |
| 2024 | Scaffolding the Peer-Feedback Process: A Meta-Analysis | Hornstein, Julia; Keller, Melanie V.; Greisel, Martin; Dresel, Markus; Kollar, Ingo |
| 2024 | Supporting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of Feedback Provision and Feedback Integration Scaffolds | Hornstein, Julia; Greisel, Martin; Kollar, Ingo |
| 2021-06 | Which Motivational Factors Predict Pre-Service Teachers’ Evidence-Informed Reasoning When Being Confronted With Teaching Problems? | Greisel, Martin; Wekerle, Christina; Wilkes, Theresa; Stark, Robin; Kollar, Ingo |
| 2024 | Who Wants to Hear Bad News? How the Epistemic Perspective Determines the Perception of Peer Feedback | Greisel, Martin; Hornstein, Julia; Weidenbacher, Anna; Ott, Johanna; Kollar, Ingo |
