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Jun.-Prof. Dr. Andreas Lachner
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Jun.-Prof. Dr. Andreas Lachner

Member of the Multiple Representations Lab

Andreas Lachner is a junior professor for learning and teaching with digital media at the University of Tübingen, and an associated researcher at the Multiple Representations Lab at the Leibniz Institut für Wissensmedien. He focuses on investigating effects of digital media on students‘ learning. For instance, in a current project he investigates effects of automated computer-based feedback on students‘ academic writing. In another project, he is concerned with the use of explanations on fostering students‘ learning while learning with digital media. Furthermore, Andreas Lachner is interested in examining effects of teachers’ professional competence on the quality of teaching with digital media. Therefore, he investigates effects of cognitive and affective processes on teachers’ planning and realization of instructional activities with digital media.



 

Google Scholar    Research Gate   

Projects

Computer-based graphical feedback to scaffold students’ argumentative writing

Learning by explaining in the flipped classroom

Teachers’ cognitive and motivational conditions for the effective implementation of media-based instruction

TüDiLab: Das Tübingen Digital Teaching Lab

Articles in refereed Journals

Lachner, A., & Neuburg, C. (in press). Learning by writing explanations: Computer-based feedback about the explanatory cohesion enhances students’ transfer. Instructional Science.  https://dx.doi.org/10.1007/s11251-018-9470-4
 

Lachner, A., Backfisch, I., & Nückles, M. (2018). Does the accuracy matter? Accurate concept map feedback helps students improve the cohesion of their explanations. Educational Technology Research and Development, 66(5), 1051-1067.  https://dx.doi.org/10.1007/s11423-018-9571-4
 

Lachner, A., Ly, K., & Nückles, M. (2018). Providing written or oral explanations? Differential effects of the modality of explaining on students’ conceptual learning and transfer. Journal of Experimental Education, 86(3), 344-361.  https://dx.doi.org/10.1080/00220973.2017.1363691
 

Lachner, A., & Schurer, T. (2018). Effects of the specificity and the format of external representations on students’ revisions of fictitious others’ texts. Journal of Writing Research, 9(3), 333-351.  https://dx.doi.org/10.17239/jowr-2018.09.03.04
 

Lachner, A., Burkhart, C., & Nückles, M. (2017). Mind the gap! Automated concept map feedback supports students in writing cohesive explanations. Journal of Experimental Psychology: Applied, 23, 29-46.  https://dx.doi.org/10.1037/xap0000111
 

Lachner, A., Burkhart, C., & Nückles, M. (2017). Formative computer-based feedback in the university classroom: Specific concept maps scaffold students’ writing. Computers in Human Behavior, 72, 459-469.  https://dx.doi.org/10.1016/j.chb.2017.03.008
 

Lachner, A., Jarodzka, H., & Nückles, M. (2016). What makes an expert teacher? Investigating teachers' professional vision and discourse abilities. Instructional Science, 44, 197-203.  https://dx.doi.org/10.1007/s11251-016-9376-y
 

Lachner, A., & Nückles, M. (2016). Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. Instructional Science, 44, 221-242.  https://dx.doi.org/10.1007/s11251-015-9365-6
 

Lachner, A., & Nückles, M. (2015). Bothered by abstractness or engaged by cohesion? Experts' explanations enhance novices' deep-learning. Journal of Experimental Psychology: Applied, 21, 101-115.  https://dx.doi.org/10.1037/xap0000038
 

Wäschle, K., Allgaier, A., Lachner, A., Fink, S., & Nückles, M. (2014). Procrastination and self-efficacy: Tracing vicious and virtuous circles in self-regulated learning. Learning and Instruction, 29, 103-114.  https://dx.doi.org/10.1016/j.learninstruc.2013.09.005
 

Wäschle, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, N. (2014). Effects of visual feedback on medical students’ procrastination within web-based planning and reflection protocols. Computers in Human Behavior, 41, 120-136.  https://dx.doi.org/10.1016/j.chb.2014.09.022
 

Schmidt, K., Allgaier, A., Lachner, A., Stucke, B., Rey, S., Frömmel, C., Fink, S., & Nückles, M. (2011). Diagnostik und Förderung selbstregulierten Lernens durch Self-Monitoring-Tagebücher. Zeitschrift für Hochschulentwicklung, 6, 246-269.
 

Proceedings

Lachner, A., & Nückles, M. (2013). Experts’ explanations engage novices in deep-processing. In M. Knauff, M. Pauen, N.Sebanz, & I. Wachsmuth (Eds.), Proceedings of the 35th Annual Conference of the Cognitive Science Society (pp. 2802 - 2807). Austin, TX: Cognitive Science Society.
 

Lachner, A., Gurlitt, J., & Nückles, M. (2012). A graph-oriented approach to measuring expertise - detecting structural differences between experts and intermediates. In N. Miyake, D. Peebles, & R. P. Cooper (Eds.), Proceedings of the 34th Annual Conference of the Cognitive Science Society (pp. 653-658). Austin, TX: Cognitive Science Society.
 

Schmidt, K., Lachner, A., Stucke, B., Rey, S., Frömmel, C., & Nückles, M. (2012). How metacognitive awareness caused a domino effect in learning. Proceedings of the 10th International Conference of the Learning Sciences (pp. 48-55). Sydney, AUT: International Society of the Learning Sciences.
 

Chapters in Edited Books

Stürmer, K., & Lachner, A. (2017). Unterrichten mit digitalen Medien.In K. Scheiter & T. Riecke-Baulecke (Eds.), Lehren und Lernen mit digitalen Medien (164, pp. 82-95). München: Oldenbourg.
 

Lachner, A., & Nückles, M. (2014). Using digital knowledge maps for supporting tutors giving effective explanations. In D. Ifenthaler, & R. Hanewald (Eds.), Digital knowledge maps in higher education - Technology enhanced support for teachers and learners (pp. 68-81). Berlin, Heidelberg: Springer.
 

Lachner, A., & Nückles M. (2013). Instructional Design. In M.A. Wirtz (Ed.), Dorsch Lexikon der Psychologie (p. 753). Bern: Huber.
 

Lachner, A., & Pirnay-Dummer, P. (2010). Model based knowledge mapping - a new approach for the automated graphical representation of organizational knowledge. In J. M. Spector, D. Ifenthaler, P. Isaias, Kinshuk, & D. G. Sampson (Eds.), Learning and instruction in the digital age: Making a difference through cognitive approaches, technology-facilitated collaboration and assessment, and personalized communications (pp. 69-86). New York: Springer.
 

Conference Contributions

Backfisch, I., Lachner, A., Hammer, M., Stürmer, K., & Scheiter, K. (2018, April). Mediendidaktische Kompetenzen von Lehrerinnen und Lehrern. Jahrestagung Leibniz-Forschungsverbund Bildungspotenziale (LERN). Tübingen. [Poster]
 

Backfisch, I., Lachner, A., Scheiter, K., Hische, C., Loose, F. (2018, Juni). What Makes Teachers Act Competently in Technology-Enhanced Instruction? Pedagogical Content Knowledge and Perceived Utility matter. Meeting of the European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 11: Teaching and Teacher Education in a Changing Society. Kristiansand, Norwegen. [Talk]
 

Backfisch, I., Lachner, A., Scheiter, K., Hische, C., & Loose, F. (2018, September). Erfassung mediendidaktischer Kompetenzen von Lehrkräften und Effekte auf den Einsatz von digitalen Medien im Unterricht. Einfluss von Lehrexpertise auf die Qualität medienbasierter Unterrichtskonzepte. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Symposium Organisation]
 

Backfisch, I., Lachner, A., Stürmer, K., Scheiter, K. (2018, Juni). Longitudinal development of teachers’ TPACK– a work in progress report. European Association for Research on Learning and Instruction (EARLI), Special Interest Group (SIG) 11 Preconference: Teaching and Teacher Education in a Changing Society. Kristiansand, Norwegen. [Roundtable]
 

Burkhart, C., Lachner, A., & Nückles, M. (2018, August). CohViz: An Automated Approach to Provide Concept Map Feedback on Student's Cohesive Writing: A Validation Study? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 12: Writing. Antwerp, Belgium. [Talk]
 

Burkhart, C., Lachner, A., & Nückles, M. (2018, June). How do students use automated concept-map feedback for revising their texts? A cognitive process analysis. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 27: Online Measures of Learning Processes. Warschau, Poland. [Poster]
 

Burkhart C., Lachner, A., & Nückles, M. (2018, August). Does color coding and spatial integration of graphical concept map feedback improve text cohesion in revising instructional explanations? European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 2: Comprehension of Text and Graphics. Freiburg. [Roundtable]
 

Jacob, L., Lachner, A., & Scheiter, K. (2018, July). Oral Explaining Holds Lead Over Written Explaining? Task difficulty matters. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6-7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions und Future Directions. Bonn. [Talk]
 

Jacob, L., Lachner, A. & Scheiter, K. (2018, August). Oral explaining holds lead over written explaining? Task difficulty matters. Meeting of the European Association for Research on Learning an Instruction (EARLI). Special Interest Group (SIG) 6 & 7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions, and Future Directions. Bonn. [Talk]
 

Lachner, A. (2018, February). Mind the Gap! Automated Concept Map Feedback as Scaffold for Students' Writing. Keynote at theTechnology-Enhanced Assessment (TEA) Conference. Hong Kong, China. [Talk]
 

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2018, July). In-Between or After-Study? Preponing Explaining Enhances Students’ Learning. European Association for Research on Learning and Instruction (EARLI). Special Interest Group (SIG) 6-7: Instructional Design and Technology for 21st Century Learning: Challenges, Solutions und Future Directions. Bonn. [Talk]
 

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2018, July). Lieber zu früh als zu spät? Einfluss des Erklärzeitpunktes auf die Effektivität von Lernen durch Erklären-Ansätzen. 51. Kongress der Deutschen Gesellschaft für Psychologie. Frankfurt am Main. [Vortrag]
 

Lachner, A., Backfisch, I., Hoogerheide, V., van Gog, T., & Renkl, A. (2018, September). Wann sind instruktionale Erklärungen effektiv? Rahmenbedingungen, Gestaltungsmerkmale und Kontexteffekte. 51. Kongress der Deutschen Gesellschaft für Psychologie (DGPs). Frankfurt am Main. [Vortrag]
 

Scheiter, K., Stürmer, K., Lachner, A., & Fauth, B. (2018, April). Lehren und Lernen mit dem Tablet – der Schulversuch tabletBW. Wissenschaftliche Jahrestagung LERN 2018 „Digitalisierung und Bildung: Potenziale und Herausforderungen aus der Perspektive der Bildungsforschung. Tübingen. [Symposium Organisation]
 

Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2018, April). How Does the Instructional Context Affect Teachers’ Explanations in Math? American Educational Research Association (AERA) Annual Meeting. New York, USA. [Talk]
 

Backfisch, I., Lachner, A., Scheiter, K., Hische, C., Loose, F. (2017, September). Kognitiv aktivierender Mathe-Unterricht mit Tablets – Was benötigen Lehrkräfte? Tagung der Sektion Empirische Bildungsforschung 2017. Tübingen. [Vortrag]
 

Burkhart, C., & Lachner, A. (2017, August). Cohvis. Automated concept map feedback for writing coesive texts. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
 

Lachner, A., & Backfisch, I. (2017, September). „Emergent oder vorläufig? Lehrexpertise und situativer Kontext beeinflussen die Gestaltung von Erklärungen für den Biologieunterricht“. GFD–KOFADIS-Tagung „Fachdidaktische Forschung zur Lehrerbildung“. [Vortrag]
 

Lachner, A., & Nückles, M. (2017, August). Providing written or oral explanations? Modality effects of explaining on Students' learning. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
 

Weinhuber, M., Lachner, A., Leuders, T., & Nückles, M. (2017, August). Context affects teachers' principle-orientation of explanations. 17th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Tampere, Finland. [Talk]
 

Lachner, A., & Nückles, M. (2016, August). Learning by explaining: Differential effects of the modality of explaining on conceptual knowledge and transfer. European Association for Research on Learning and Instruction. Special Interest Group (SIG) 6 and 7. Dijon, France. [Talk]
 

Weinhuber, M., Lachner, A., & Nückles, M. (2016, May). Teachers' conceptions of mathematics affect their assessments of instructional explanations. European Association for Research on Learning and Instruction (EARLl). Special Intrerest Group (SIG) 11. Zürich, Switzerland. [Talk]
 

contact

Jun.-Prof. Dr. Andreas Lachner

Jun.-Prof. Dr. Andreas Lachner

Schleichstraße 6
72076 Tübingen
Room 6.602
phone: +49 7071 979-356
fax: +49 7071 979-200