Promotion: Datumsangaben vollständig (-1) ergänzt, weitere Quellen identifiziert und analysiert.

Bibliothek/02-01.bib

@@ -638,7 +638,7 @@
 	author = {Kaliisa, Rogers and Damsa, Crina and Misiejuk, Kamila and Eagan, Brendan},
 	month = jun,
 	year = {2025},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, \#b:Konferenz-Paper:online:learning},
+	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration},
 	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/57FBS4DE/Kaliisa et al. - Understanding the Impact of Physical, Online, and Hybrid Modalities on Self and Co-Regulation during.pdf:application/pdf},
 }
 
@@ -6051,7 +6051,7 @@ Conclusion: This study points out that when organizing online collaborative lear
 	author = {Karimov, Ayaz and Saarlea, Mirka and Aliyev, Samir and Baker, Ryan},
 	month = oct,
 	year = {2024},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Promotion:FU4a, Promotion:Relevanz:5, Technologieintegration, Systemanpassung, Promotion:Argumentation, Datenschutz und IT-Sicherheit, Leraning:Analytics, \#b:Konferenz-Paper:online:learning},
+	keywords = {\#1:Konferenz-Paper:learning:management:system, Charité:Promotion, Datenschutz und IT-Sicherheit, Leraning:Analytics, Promotion:Argumentation, Promotion:FU4a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration},
 	file = {Karimov et al. - Ethical Considerations and Student Perceptions of .pdf:/Users/jochenhanisch-johannsen/Zotero/storage/TE3RBQD8/Karimov et al. - Ethical Considerations and Student Perceptions of .pdf:application/pdf},
 }
 
@@ -6714,7 +6714,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research
 	author = {Ravyse, Werner and Laato, Samuli and Luimula, Mika},
 	month = jun,
 	year = {2024},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Promotion:FU5, \#b:Konferenz-Paper:online:learning},
+	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU5, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
 	file = {Ravyse et al. - 2024 - CONTACT TEACHING VERSUS 3D COLLABORATIVE ONLINE VI.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/VJTHBTYV/Ravyse et al. - 2024 - CONTACT TEACHING VERSUS 3D COLLABORATIVE ONLINE VI.pdf:application/pdf},
 }
 
@@ -6726,7 +6726,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research
 	author = {Maula, Arini Rusydal and Wahyuningsih, Sri},
 	month = jun,
 	year = {2024},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Technologieintegration, Promotion:FU2a, Promotion:Argumentation, Promotion:Relevanz:4, \#b:Konferenz-Paper:online:learning},
+	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
 	file = {Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/Z4IJP653/Maula und Wahyuningsih - Enhancing English Proficiency Through Textual Str.pdf:application/pdf},
 }
 
@@ -6803,7 +6803,7 @@ Conclusions The IRS-RBLO model has shown its significant difference in research
 	author = {Koh, Elizabeth and Jonathan, Christin and Lim, Fei Victor and Kadir, Munirah and Tan, Jennifer Pei-Ling},
 	month = oct,
 	year = {2023},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Kerngedanke, Technologieintegration, Promotion:FU2a, Promotion:Relevanz:4, Leraning:Analytics, \#b:Konfernez-Paper:online:learning},
+	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Kollaboratives Lernen, Lehr- und Lerneffektivität, Leraning:Analytics, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
 	pages = {233--236},
 	file = {Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/3U2DXPVE/Koh et al. - 2023 - Value and Challenges in Using a Collaborative Crit.pdf:application/pdf},
 }
@@ -23447,9 +23447,9 @@ CONCLUSION: CVS is a common health concern among medical students. Hence, to inc
 }
 
 @unpublished{noauthor_exabis_nodate,
-	title = {exabis {ePortfolio} 4.6.5},
+	title = {exabis {ePortfolio} 4.6.5 für {Moodle} 3.2+},
 	language = {de-DE},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, E-Portfolio},
+	keywords = {Charité:Promotion, E-Portfolio, Promotion:Literaturanalyse},
 	file = {exabis ePortfolio 4.6.5.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UJTZYRQE/exabis ePortfolio 4.6.5.pdf:application/pdf},
 }
 
@@ -23521,7 +23521,7 @@ Conclusions: The study therefore emphasizes the need for further research, using
 	author = {Bauer, Reinhard and Baumgartner, Peter},
 	month = aug,
 	year = {2013},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Bildung, Multimedia, Digitale Bildung, E-Portfolio, \#5:Buch:e-learning},
+	keywords = {\#5:Buchteil:e-learning, Bildung, Charité:Promotion, Digitale Bildung, E-Portfolio, Multimedia, Promotion:Literaturanalyse},
 	file = {Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/ZIRCTMCK/Bauer und Baumgartner - E-Portfolio als Schaufenster des Lernens.pdf:application/pdf},
 }
 
@@ -38389,7 +38389,7 @@ Conclusions: Under the study conditions, a blended learning approach was more co
 	author = {Descamps,, Sarah and Marchal, Pauline and Temperman, Gaëtan and Lièvre, Bruno De},
 	month = dec,
 	year = {2022},
-	keywords = {\#1:Zeitschriftenartikel:learning:management:system, Bildung, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Multimedia, Promotion:Argumentation, Promotion:FH, Promotion:FU4b, Promotion:Literaturanalyse, Systemanpassung, Technologieintegration},
+	keywords = {\#5:Buchteil:e-learning, Bildung, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Multimedia, Promotion:Argumentation, Promotion:FH, Promotion:FU4b, Promotion:Literaturanalyse, Systemanpassung, Technologieintegration},
 	file = {Temperman und Lièvre - Supporting E-learning Design with Trello.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/FEN4242C/Temperman und Lièvre - Supporting E-learning Design with Trello.pdf:application/pdf},
 }
 
@@ -62873,7 +62873,7 @@ Conclusions: The results of this review suggest that online technologies (i.e.,
 	booktitle = {Proceedings of the 31st {International} {Conference} on {Computers} in {Education}},
 	author = {Lee, Alwyn Vwen Yen and Teo, Chew Lee and Ong, Aloysius},
 	year = {2023},
-	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Promotion:FU2a, Promotion:Argumentation, \#b:Konfernez-Paper:online:learning},
+	keywords = {\#b:Konferenz-Paper:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
 	file = {Lee et al. - A Step toward Characterizing Student Collaboration.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/UXRNZAGQ/Lee et al. - A Step toward Characterizing Student Collaboration.pdf:application/pdf},
 }
 
@@ -64063,6 +64063,16 @@ Conclusions  The animation-supported e-PBL environment positively effects the
 	file = {Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/MXX3DRJQ/Kolmos et al. - 2023 - Interdisciplinary project types in engineering edu.pdf:application/pdf},
 }
 
+@inproceedings{gombert_making_2023,
+	title = {Making an {Online} {Whiteboard} {Ready} for {Multimodal} {Interaction}: {Integrating} {Text}- and {Voice} {Chat} into {Hyperchalk}},
+	abstract = {Hyperchalk is an open-source online whiteboard aimed at use cases in education and has been developed with Learning Analytics in mind. It allows users to sketch and draw in a collaborative environment. Similar to commercial whiteboard tools, this allows the implementation of various collaborative learning tasks. However, unlike commercial solutions, in the background, the tool collects trace data, which can be used to study learners’ collaboration processes and calculate metrics that inform teachers about their learners’ collaboration processes. Collaboration, however, always involves communication between collaborators, and analyzing it is crucial for understanding emerging learning processes. So far, this was a dead spot of Hyperchalk as the tool was limited to collecting only what happened on the whiteboard itself. In this paper, we present an updated version of the tool, which allows users to communicate directly within Hyperchalk with the help of text and voice chat functionalities that have been added. In particular, we illustrate the technical architecture that is a basis for these added features.},
+	language = {en-GB},
+	author = {Gombert, Sebastian and Menzel, Lukas and Karademir, Onur and Mitri, Daniele Di and Drachsler, Hendrik},
+	year = {2023},
+	keywords = {\#b:Konferenz-Paper:online:learning, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Lernsystemarchitektur, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5},
+	file = {Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:/Users/jochenhanisch-johannsen/Zotero/storage/D5QKR25J/Gombert et al. - Making an Online Whiteboard Ready for Multimodal I.pdf:application/pdf},
+}
+
 @article{thommen_empirische_2023,
 	title = {Empirische {Arbeit}: {Der} {Einfluss} des {Einsatzes} von {Breakout}-{Räumen} auf das {Erleben} von sozialer {Eingebundenheit} und intrinsischer {Motivation} von {Studierenden} im {Onlineunterricht}},
 	volume = {70},
@@ -66717,7 +66727,7 @@ Conclusion BOPPPS demonstrates significant potential for enhancing various dimen
 	urldate = {2025-07-12},
 	booktitle = {Bildung und {Ausbildung} im {Diskurs}},
 	publisher = {Springer Fachmedien Wiesbaden},
-	collaborator = {Stefan, Barbara and Renner, Patricia},
+	author = {Stefan, Barbara and Renner, Patricia},
 	year = {2025},
 	doi = {10.1007/978-3-658-48571-9_7},
 	keywords = {\#7:Buchteil:digital:Medien, Charité:Promotion, Promotion:Literaturanalyse},
@@ -66909,3 +66919,144 @@ Conclusion: Hybrid SBT facilitated by virtual patient simulator and basic maniki
 	keywords = {Charité:Promotion, Promotion:Literaturanalyse, \#b:Zeitschriftenartikel:online:learning, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Bildungstheorien, Lernsystemarchitektur},
 	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/MPWLKWDC/Romiti et al. - 2025 - Online collaborative learning to promote teachers’ evaluative thinking.pdf:application/pdf},
 }
+
+@book{pokrzycka_innovative_2022,
+	address = {Lublin},
+	title = {Innovative {Teaching} {Methods}: {E}-learning in {Poland} an {Belgium}},
+	isbn = {978-83-227-9671-9},
+	shorttitle = {Innovative {Teaching} {Methods}},
+	language = {en-GB},
+	publisher = {Maria Curie-Skłodowska University Press},
+	author = {Pokrzycka, Lidia and Lièvre, Bruno De},
+	year = {2022},
+	keywords = {\#5:Buch:e-learning, Charité:Promotion, Promotion:Literaturanalyse},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/YPSYNGLB/Innovative.Teaching.Methods.E-learning.pdf:application/pdf},
+}
+
+@inproceedings{hurtado_sharing_2025,
+	title = {Sharing {About} {Risks} on {Social} {Media}: {Learning} {Environments} to {Address} {Social} {Media}},
+	abstract = {Youth navigate social media risks daily, yet their strategies to address them are often underrepresented. This study explores how youth identify and address these risks within learning environments. Three workshops were conducted with 32 8th-grade participants in Germany. Findings indicate that sharing facilitated risk identification and addressing. Creating learning environments that encourage sharing experiences can leverage youth cultural practices for online safety and could empower youth to enhance their social media experiences.},
+	language = {en},
+	author = {Hurtado, Santiago and Keune, Anna},
+	year = {2025},
+	keywords = {\#b:Konferenz-Paper:online:learning, Bildungstheorien, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Systemanpassung},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/ZNK3GPWB/Hurtado und Keune - Sharing About Risks on Social Media Learning Environments to Address Social Media.pdf:application/pdf},
+}
+
+@article{tzankova_emergency_2023,
+	title = {Emergency online school learning during {COVID}-19 lockdown: {A} qualitative study of adolescents’ experiences in {Italy}},
+	volume = {42},
+	copyright = {https://creativecommons.org/licenses/by/4.0},
+	issn = {1046-1310, 1936-4733},
+	shorttitle = {Emergency online school learning during {COVID}-19 lockdown},
+	url = {https://link.springer.com/10.1007/s12144-021-02674-8},
+	doi = {10.1007/s12144-021-02674-8},
+	abstract = {The COVID-19 pandemic caused abrupt and profound changes to teaching and learning. The present study seeks to understand adolescents’ experiences of the emergency adoption of online school learning (OSL) during the first national lockdown in Italy. Sixty-four students in their final two years of high school were interviewed and content analysis was performed. The findings describe students’ views of the changes related to OSL according to structural, individual and relational dimensions. Schools’ lack of organization, overwhelming demands, as well as experience of difficulties in concentration, stress and inhibited relationships with teachers and classmates were among the challenges evidenced in the transition. OSL, however, has also made it possible to experience a new flexibility and autonomy in the organization of learning. The study stresses the importance of fostering adaptation of teacher-student relationships and collaborative learning in order to improve schools’ preparedness for digital transitions in and out of emergencies.},
+	language = {en},
+	number = {15},
+	urldate = {2025-07-17},
+	journal = {Current Psychology},
+	author = {Tzankova, Iana and Compare, Christian and Marzana, Daniela and Guarino, Antonella and Di Napoli, Immacolata and Rochira, Alessia and Calandri, Emanuela and Barbieri, Irene and Procentese, Fortuna and Gatti, Flora and Marta, Elena and Fedi, Angela and Aresi, Giovanni and Albanesi, Cinzia},
+	month = may,
+	year = {2023},
+	note = {Publisher: Springer Science and Business Media LLC},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Krisenreaktion im Bildungsbereich, Lehr- und Lerneffektivität, Promotion:Argumentation, Promotion:FU5, Promotion:Literaturanalyse, Promotion:Relevanz:5, Technologieintegration},
+	pages = {12743--12755},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/2FFMLK8D/Tzankova et al. - 2023 - Emergency online school learning during COVID-19 lockdown A qualitative study of adolescents’ exper.pdf:application/pdf},
+}
+
+@inproceedings{montaner-villalba_enhancing_2025,
+	title = {Enhancing {Written} {Competence} in {English} for {Specific} {Purposes} {Using} {Google} {Docs}: {A} {Study} on {Design} {Engineering} {Students}},
+	abstract = {This study aims to evaluate the perceptions of Design Engineering students at Valencian Polytechnic University (Spain) on using Google Docs as a collaborative tool to improve their written competence in English as a Foreign Language (EFL) and, in particular, in English for Specific Purposes (ESP). To determine whether these ESP students studying Design Engineering in the academic year 2020-2021 perceived well or not their ESP written competence, a qualitative approach was employed, where 14 fourth-year students participated in collaborative writing tasks using Google Docs. Data was collected through a questionnaire administered via Google Forms. The results indicate high levels of satisfaction, with students reporting improvements in collaboration, communication, and organizational skills. Overall, 64.3\% of these participating students believed that Google Docs contributed positively to their ESP writing development. The study concludes that online collaborative tools like Google Docs are effective in enhancing ESP written competence, suggesting the need for further research into their broader applications in language learning.},
+	language = {en},
+	author = {Montaner-Villalba, S},
+	month = jul,
+	year = {2025},
+	keywords = {\#b:Konferenz-Paper:online:learning, Bewertungsmethoden, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:4, Technologieintegration},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/DSK5MBMT/Montaner-Villalba - ENHANCING WRITTEN COMPETENCE IN ENGLISH FOR SPECIFIC PURPOSES USING GOOGLE DOCS A STUDY ON DESIGN E.pdf:application/pdf},
+}
+
+@article{honjong_analyzing_2025,
+	title = {Analyzing {Teaching} and {Learning} {Interactions} in {Online} and {Offline} {Modes} at {Tomakaka} {University}},
+	volume = {4},
+	abstract = {This study investigates the differences in teaching and learning interactions among university students in online and offline learning environments, focusing on students from the Faculty of Teacher Training and Education at Universitas Tomakaka, Indonesia. The study was motivated by the emerging need to evaluate how communication patterns and engagement are affected by instructional modalities in the post-pandemic context. Using a mixed-method approach, including questionnaires and semi-structured interviews with 50 randomly selected students, this research explores interactional dynamics and identifies existing gaps in current literature regarding rural-based blended learning practices. The results indicate that offline learning fosters stronger student–lecturer and peer–peer interaction due to richer nonverbal cues and immediacy of feedback, while online learning shows limited engagement, especially in rural settings. However, some students reported higher comfort and participation in digital settings due to reduced social pressure. The study concludes that a blended learning approach, supported by interactive tools and digital training, may optimize communication and inclusiveness. These findings have practical implications for improving instructional design, especially in under-resourced educational institutions, and highlight the importance of digital infrastructure and pedagogical capacity building in enhancing learning interaction.},
+	language = {en},
+	number = {2},
+	journal = {Journal of Education Science},
+	author = {Honjong, Gusnawati and Hasanah, Nurul and Taufan, Muhammad Ybnu and Ali, Syahban Mada},
+	year = {2025},
+	keywords = {\#8:Zeitschriftenartikel:blended:learning, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU4a, Promotion:Kerngedanke, Promotion:Literaturanalyse, Promotion:Relevanz:5, Systemanpassung, Technologieintegration},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4RPQTBPE/Honjong et al. - 2025 - ANALYZING TEACHING AND LEARNING INTERACTIONS IN ONLINE AND OFFLINE MODES AT TOMAKAKA UNIVERSITY.pdf:application/pdf},
+}
+
+@article{hu_conversational_2025,
+	title = {A conversational agent based on contingent teaching model to support collaborative learning activities: impacts on students’ learning performance, self-efficacy and perceptions},
+	copyright = {https://www.springernature.com/gp/researchers/text-and-data-mining},
+	issn = {1042-1629, 1556-6501},
+	shorttitle = {A conversational agent based on contingent teaching model to support collaborative learning activities},
+	url = {https://link.springer.com/10.1007/s11423-025-10526-6},
+	doi = {10.1007/s11423-025-10526-6},
+	abstract = {To promote deeper cognitive interactions and positive socio-emotional interactions among group members, thereby achieving high-quality collaborative outcomes, researchers have endeavored to develop conversational agents (CAs) that provide adaptive support to small groups. However, existing CAs for supporting collaborative learning struggled to integrate and analyze multi-source learning data throughout the collaborative learning process and to offer comprehensive and personalized scaffolding based on diagnostic results. To address these issues, this study designed a CA named CollaBot, based on the contingent teaching model, which has been used in the past to guide teachers on how to provide adaptive scaffolding to small groups. CollaBot integrates AI technologies, including retrieval-based models, generative AI models, and retrieval-augmented generation techniques, to offer adaptive cognitive, metacognitive, and social scaffolding to groups engaged in online collaborative learning. A randomized controlled experimental design was employed, recruiting 78 undergraduate students who were randomly divided into two groups: the experimental group (n = 39) utilized a co-writing platform with CollaBot, while the control group (n = 39) used the platform with task scripts. Results indicate that students supported by CollaBot demonstrated significantly better learning performance. In addition, both CollaBot and task scripts significantly enhanced students’ self-efficacy for writing. Furthermore, analysis of the interview data revealed both positive perceptions about CollaBot, such as aiding group members in regulating their own and the group’s learning processes and supporting the development of writing skills, as well as negative perceptions, including causing anxiety and providing ambiguous feedback. This research provides guidance for the design of CAs and offers insights into harnessing hybrid intelligence between teachers and GAI to support collaborative learning.},
+	language = {en},
+	urldate = {2025-07-17},
+	journal = {Educational technology research and development},
+	author = {Hu, Wanqing and Gong, Rushi and Wu, Sisi and Li, Yanyan},
+	month = jul,
+	year = {2025},
+	note = {Publisher: Springer Science and Business Media LLC},
+	keywords = {\#b:Zeitschriftenartikel:online:learning, Charité:Promotion, Forschungsansätze, Kollaboratives Lernen, Lehr- und Lerneffektivität, Promotion:FU2a, Promotion:Literaturanalyse, Promotion:Relevanz:5, Promotion:Schlussfolgerung, Technologieintegration},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/85TE3V3Y/Hu et al. - 2025 - A conversational agent based on contingent teaching model to support collaborative learning activiti.pdf:application/pdf},
+}
+
+@article{schmitt_identifizierung_2025,
+	title = {Identifizierung von {Entwicklungspotenzialen} für {Lehrplanungs}-{Tools}: {Eine} empirische {Analyse} und {Ausblick} auf zukünftige {Unterstützungsmassnahmen}},
+	volume = {65},
+	copyright = {https://creativecommons.org/licenses/by/4.0},
+	issn = {1424-3636},
+	shorttitle = {Identifizierung von {Entwicklungspotenzialen} für {Lehrplanungs}-{Tools}},
+	url = {https://www.medienpaed.com/article/view/2046},
+	doi = {10.21240/mpaed/65/2025.07.13.x},
+	abstract = {Empirical research in teaching and learning shows that learning design (LD) has a significant impact on student performance. The careful planning and preparation of teaching is therefore of paramount importance. To provide instructors with professional support, universities are developing training opportunities and resources, including digital tools to increase the efficiency of university teaching (e.g., https://fola.digital, https://learning-design.eu). Aspects that can enhance and simplify the LD process to include the integration of tools into the universities’ digital infrastructures, AI-supported preparation, data-driven planning improvements, and automated transfers of planning documents to the LMS.},
+	language = {de},
+	urldate = {2025-07-17},
+	journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},
+	author = {Schmitt, Julia and Eichhorn, Michael and Tillmann, Alexander and Rizzo, Angela},
+	month = jul,
+	year = {2025},
+	note = {Publisher: OAPublishing Collective},
+	keywords = {Bildungstheorien, Charité:Promotion, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:FU3, Promotion:Literaturanalyse, Promotion:Relevanz:4, Promotion:Weiterführung, Systemanpassung, Technologieintegration},
+	pages = {95--121},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/4L7V63CR/Schmitt et al. - 2025 - Identifizierung von Entwicklungspotenzialen für Lehrplanungs-Tools Eine empirische Analyse und Ausb.pdf:application/pdf},
+}
+
+@book{hellige_mensch-computer-interface_2008,
+	address = {Bielefeld},
+	series = {Kultur- und {Medientheorie}},
+	title = {Mensch-{Computer}-{Interface}: zur {Geschichte} und {Zukunft} der {Computerbedienung}},
+	isbn = {978-3-89942-564-2},
+	shorttitle = {Mensch-{Computer}-{Interface}},
+	language = {de-DE},
+	publisher = {Transcript},
+	editor = {Hellige, Hans Dieter},
+	year = {2008},
+	keywords = {\#7:Buch:digital:Medien, Charité:Promotion, Digital media, Human-computer interaction, Promotion:Literaturanalyse, Social aspects},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/SF27ZNBW/Hellige - 2008 - Mensch-Computer-Interface zur Geschichte und Zukunft der Computerbedienung.pdf:application/pdf},
+}
+
+@article{asada_possibility_2023-1,
+	title = {The possibility of {Moodle}-based e-portfolio with database module for medical education},
+	volume = {3},
+	issn = {2185-9922},
+	url = {https://iaiai.org/letters/index.php/lir/article/view/125},
+	doi = {10.52731/lir.v003.125},
+	abstract = {In medical education, e-portfolios are needed both for supporting students’ self-learning and for quality assurance of education based on the global standards. Although there are some e-portfolio systems, it is sometimes complicated to use both learning management systems and e-portfolios. In this study, a Moodle-based e-portfolio with database module are proposed for the minimal portfolio use in medical education. Although it has a limited feature compared to the e-portfolios as commonly used, the advantages of the system are that it is unified and easy to use, and that data can be exported easily.},
+	language = {en},
+	urldate = {2025-07-17},
+	journal = {IIAI Letters on Institutional Research},
+	author = {Asada, Yoshikazu},
+	year = {2023},
+	note = {Publisher: International Institute of Applied Informatics},
+	keywords = {Charité:Promotion, Promotion:Literaturanalyse, Forschungsansätze, Lehr- und Lerneffektivität, Promotion:Relevanz:5, Technologieintegration, Bewertungsmethoden, Systemanpassung, Promotion:Argumentation, \#1:Zeitschriftenartikel:learning:management:system, Lernsystemarchitektur, Promotion:FU3},
+	pages = {1},
+	file = {PDF:/Users/jochenhanisch-johannsen/Zotero/storage/TJJHB98E/Asada - 2023 - The possibility of Moodle-based e-portfolio with database module for medical education.pdf:application/pdf},
+}