Quellen

Electronic CSI, A Guide for First Responders, 2nd edition, National Institute of Justice, April 2008. https://nij.ojp.gov/digital-evidence-and-forensics 

Emplit, P. and Zhang, T. (2020). Evidence-based approaches to learning and teaching, Learning and Teaching Paper #11, Thematic peer group report, EUA. https://eua.eu/downloads/publications/eua%20report%20evidence-based%20approaches_web.pdf

Griffith, R., Bauml, M., & Quebec-Fuentes, S. (2016). Promoting metacognitive decision-making in teacher education. Theory into Practice, 55(3), 242–249. https://doi.org/10.1080/00405841.2016.1173997

Gosselin, D. (2020). Competencies and learning outcomes. InTerGate. https://serc.carleton.edu/integrate/programs/workforceprep/competencies_and_LO.html

Medina, M. S., Castleberry, A. N., & Persky, A. M. (2017). Strategies for improving learner metacognition in health professional education. American Journal of Pharmaceutical Education, 81(4), 1–14. https://doi.org/10.5688/ajpe81478

NSW Government and The Learning bar (2022). Teaching strategies. https://education.nsw.gov.au/student-wellbeing/tell-them-from-me/accessing-and-using-tell-them-from-me-data/tell-them-from-me-measures/teaching-strategies

Maine, P. (N/A). Teaching and learning strategies: A classroom guide. https://www.structural-learning.com/post/teaching-and-learning-strategies-a-classroom-guide      

Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Front. Psychol., 8. https://doi.org/10.3389/fpsyg.2017.00422

Rourke, L., Anderson, T., Archer W., Garrison, D.R. (2001). Assessing social presence in asynchronous, text-based computer conferences. Journal of Distance Education, 14,  51-70.

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). Academic Press. https://doi.org/10.1016/B978-012109890-2/50031-7

Zimmerman, B. J., & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Handbook of metacognition in education (pp. 299–315). Routledge/Taylor & Francis Group.

Volungeviciene, A., Tereseviciene, M., & Trepule, E. (2021). Learning Analytics: a Metacognitive Tool to Engage Students. Research study. Sciendo. https://doi.org/10.2478/9788366675643