Meet ApplyKite Twin, the application assistant that learns with you

Meet your Twin, it learns with you

Your Twin learns with you

Launch week codes:30% off annual Pro20% off monthly Pro

Ends in00h00m00s

Andreas Lachner

Germany

Research Interests

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Explore related searches

Professors in Germany Professors in Education Education professors in Germany

Articles (25)

Year:

2027

Year:

2027

Year:

2026

Year:

2026

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Year:

2021

Collaborators (19)

Ronny Scherer

Full professor of educational assessment and measurement

University of Oslo

NORWAY

View details

Leonie Sibley

Assistant Professor of Instructional Research with a Focus on Digital Learning Environments

Zurich University of Teacher Education

SWITZERLAND

View details

Detlev Leutner

Universität Duisburg-Essen

GERMANY

View details

Juliane Richter

Professor

Stuttgart Media University

GERMANY

View details

Armin Fabian

University of Tübingen

GERMANY

View details

Lea Nemeth

University of Kassel

GERMANY

View details

Nicolas Hübner

University of Tübingen

GERMANY

View details

Salome Flegr

Juniorprofessor

Technische Universität Dresden

GERMANY

View details

University of Münster

GERMANY

View details

Thomas Schubatzky

Professor for Physics Education (Full)

University of Innsbruck

AUSTRIA

View details

Prepare your application

Review drafts before you send them.

Andreas Lachner

Research Interests

Make your next move.

Explore related searches

Articles (25)

Happy or redundant? Retrieval practice enhances lasting learning in non-interactive teaching for low-quality explanations

Listening Comprehension in Virtual Reality: An Eye-Tracking Study on Contextual Cues

A Person‐Centred Analysis of Experimentation Skills and Conceptual Understanding During Inquiry Learning

Perceived utility moderates motivational intervention effects in learning to teach responsibly with GenAI

Combining non-interactive teaching and drawing fosters conceptual knowledge but not monitoring accuracy from guided inquiry in science learning.

Does distributing non-interactive teaching contribute to learning? Students' academic self-concept and work ethic matter

When Does Learning by Non-interactive Teaching Work? A Large-Scale Analysis of Learner Characteristics in a Classroom Setting

How valid, really? A meta-analysis of the validity evidence of Technological Pedagogical and Content Knowledge (TPACK) self-report assessments

From Knowledge To Intention: The Role Of TPACK And Self-Efficacy In Technology Integration

Feasibility of adaptive teaching with technology: Which implementation conditions matter?

TPACK in Action: Contextual Effects of Pre-Service and In-Service Teachers’ Knowledge Structures for Technology Integration

Unraveling TPACK: Investigating the inherent structure of TPACK from a subject-specific angle using test-based instruments

Teachers’ trajectories of technology integration during participation in an online professional development program

Practice Recommendations or Not? The LoGeT Model as Empirical Approach to Generate Localized, Generalized, and Transferable Evidence

High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter?

What predicts students’ future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school

Development and Validation of a Test to Assess Teachers' Knowledge About How to Operate Technology

Combining Retrieval Practice and Generative Learning in Educational Contexts

How to Promote Lasting Learning in Schools

It's better when I see it: Students benefit more from <scp>open‐book</scp> than <scp>closed‐book</scp> teaching

Using Spacing to Promote Lasting Learning in Educational Contexts

Do school students’ academic self-concept and prior knowledge constrain the effectiveness of generating technology-mediated explanations?

Learning-by-Teaching Without Audience Presence or Interaction: When and Why Does it Work?

It takes two to tango: How scientific reasoning and self-regulation processes impact argumentation quality

Fostering pre-service teachers’ technological pedagogical content knowledge (TPACK): A quasi-experimental field study

Collaborators (19)

Ronny Scherer

Leonie Sibley

Detlev Leutner

Juliane Richter

Armin Fabian

Lea Nemeth

Nicolas Hübner

Salome Flegr

Logan Fiorella

Jochen Kuhn

Peter Gerjets

Detmar Meurers

Martin Hänze

Julian Roelle

Thomas Schubatzky

Mirjam Ebersbach

Katharina Scheiter

Vincent Hoogerheide

Heike Russ

Make your next move.