Launch week offerEnds in00h00m00s

annual Promonthly Pro

Nikol Rummel

Ruhr-Universität Bochum

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

Articles (25)

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2026

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2025

Year:

2022

Year:

2022

Year:

2021

Year:

2021

Year:

2020

Collaborators (11)

Ramona Hagenkötter

Universität Duisburg-Essen

GERMANY

View details

Hendrik Drachsler

Open Universiteit

NETHERLANDS

View details

Marcus Kubsch

Umea University

SWEDEN

View details

Vanessa Echeverria

Research Associate

RMIT University

AUSTRALIA

View details

Gerti Pishtari

Senior Researcher

Danube University Krems

AUSTRIA

View details

Mutlu Cukurova

Professor of Learning and Artificial Intelligence

University College London

UNITED KINGDOM

View details

Vincent Hoogerheide

Assistant Professor

Utrecht University

NETHERLANDS

View details

Thomas Herrmann

Prof. Dr.-Ing.

University of Information Technology and Management

GERMANY

View details

Julia Eberle

Assistant Professor

University of Salzburg

AUSTRIA

View details

Adrian Grimm

Researcher

Leibniz Institute for Science and Mathematics Education

GERMANY

View details

inge Molenaar

Professor Education and Artificial Intelligence

Radboud University

NETHERLANDS

View details

ApplyKite TwinLearns as you apply

Make your next move.

Prepare your application

Review drafts before you send them.

Nikol Rummel

Research Interests

Make your next move.

Explore related searches

Articles (25)

Achieving Balanced Participation in Hybrid Collaborative Learning: Design Recommendations in the Transition from Conventional Technical Infrastructure to (Gen)AI Integration

Making Teacher-AI Complementarity Visible with Task-, Skill- and Knowledge Analysis

Generative Künstliche Intelligenz im Kontext von Lehren, Lernen und Beraten

“They just sit there and think” – An Analysis of Learners’ Conceptions of Educational Scientists

Small group collaboration in hybrid university learning: Contrasting collaboration quality in hybrid, F2F and remote settings

Promoting collaborative reflection to foster interprofessional collaboration skills: Putting laboratory findings to the test in the field

Learning mathematical modelling with experimental data from scientist and peer models: Transferring results on the perception of authenticity from a school setting to an out-of-school lab

Self-regulated Learning in the Digitally Enhanced Science Classroom: Toward an Early Warning System

Promoting online participation in hybrid learning settings

Comparing learners’ conceptions of natural and educational scientists: relations to study interest and self-image

Comparing Dynamic Versus Pre‐Planned Combinations of Individual and Collaborative Learning in a Classroom Experiment

Leveraging AI and network analysis to uncover learning trajectories of energy to Foster knowledge-in-use in science education

How Expertise Levels Shape Preferences and Reflection Needs: Towards AI Reflection Systems for Teacher Empowerment

Teaching with AI: The Role of Teachers in the Hybrid Intelligent System

Using Log Data to Analyze the Impact of Adaptive Support on Self-Regulated Learning in Adult Online Education

Prior knowledge activation as preparation prior to instruction

Generative AI in academic writing: does information on authorship impact learners’ revision behavior?

Small group collaboration in hybrid university learning

ReverSim: an Open-Source Environment for the Controlled Study of Human Aspects in Hardware Reverse Engineering

When is observing failure productive?

Productive versus vicarious failure: Do students need to fail themselves in order to learn?

The anatomy of hardware reverse engineering:

Investigating students' perceived authenticity of learning activities in an out-of-school lab for social sciences

Preparatory effects of problem solving versus studying examples prior to instruction

When failure fails to be productive: probing the effectiveness of productive failure for learning beyond STEM domains

Collaborators (11)

Ramona Hagenkötter

Hendrik Drachsler

Marcus Kubsch

Vanessa Echeverria

Gerti Pishtari

Mutlu Cukurova

Vincent Hoogerheide

Thomas Herrmann

Julia Eberle

Adrian Grimm

inge Molenaar

Make your next move.