Dr. Marlene Wagner

Helm, C; Wagner, M.; Ley, T.; Kammerer, L. (2025). Digitale Kompetenzen von Lehrkräftefort- und -weiterbildner:innen - Befunde einer Befragungsstudie aus Österreich. In: Digitalisierung in der Bildung - ein Kinderspiel? 163-179, Beltz, Weinheim

Wagner, Marlene; Gegenfurtner, A.; Urhahne, D. (2025). Effectiveness of flipped classrooms. In: Designing Effective Digital Learning Environments: https://doi.org/10.4324/9781003386131-22, Routledge, New York

Wagner, M.; Ley, T.; Kammerer, L.; Helm, C. (2024). Exploring teacher educators’ challenges in the context of digital transformation and their self-reported TPACK: a mixed methods study. European Journal of Teacher Education, in press: 1-19

Wagner, M; Pishtari, G.; Ley, T. (2024). The role of learning activities and social presence in synchronous hybrid classrooms: results from a natural experiment. Interactive Learning Environments, in press: 1-19

Pishtari, G.; Sarmiento-Márquez, E.; Rodríguez-Triana, M. J.; Wagner, M.; Ley, T. (2024). Mirror mirror on the wall, what is missing in my pedagogical goals? The Impact of an AI-Driven Feedback System on the Quality of Teacher-Created Learning Designs. In: Proceedings of the 14th Learning Analytics and Knowledge Conference: https://doi.org/10.1145/3636555.3636862, ACM, New York

Hirv-Biene, Jaanika; Pishtari, Gerti; Wagner, Marlene; Sarmiento-Márquez, Edna Milena; Ley, Tobias (2023). A Learning Design to Support Transfer of Training in Continuing Education. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_7, Springer, Heidelberg

Pishtari, Gerti; Sarmiento-Márquez, Edna Milena; Rodríguez-Triana, María Jesús; Wagner, Marlene; Ley, Tobias (2023). Evaluating the Impact and Usability of an AI-Driven Feedback System for Learning Design. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_22, Springer, Heidelberg

Wagner, Marlene; Pishtari, Gerti; Ley, Tobias (2023). Here or There? Differences of On-Site and Remote Students’ Perceptions of Usability, Social Presence, Engagement, and Learning in Synchronous Hybrid Classrooms. In: EC-TEL 2023: Responsive and Sustainable Educational Futures: https://doi.org/10.1007/978-3-031-42682-7_30, Springer, Heidelberg

Caruso, C., Neuweg, G. H., Wagner, M., Harteis, C. (2022). Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen. Eine explorative Studie. Zeitschrift für Erziehungswissenschaft, Online-Vorveröffentlichung: https://doi.org/10.1007/s11618-022-01123-x, Springer

Wagner, M.; Gegenfurtner, A., Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in secondary education: A meta-analysis. Zeitschrift für Pädagogische Psychologie, 35(1): 11-31

Wagner, M.; Urhahne, D. (2021). Disentangling the effects of flipped classroom instruction in EFL secondary education: When is it effective and for whom? Learning and Instruction, 75: 101490

Wagner, M.; Urhahne, D. (2021). Entwicklung und Evaluation von Lernvideos für den Englischunterricht. Slepcevic-Zach, P.; Kamsker, S., bwp@ Spezial AT-3: Beiträge zum 14. Österreichischen Wirtschaftspädagogik-Kongress: 1-18

Urhahne, D.; Zhu, C.; Wagner, M. (2020). Benefits and drawbacks of the teacher echo: Findings from a video study. Educational Psychology, 40(3): 336-348

Wagner, M.; Moser, S.; Deibl, I.; Zumbach, J. (2016). Psychologiedidaktik trifft Philosophiedidaktik: Der Einsatz von Wikis im interdisziplinären Unterricht. In: Krämer, M.; Preiser, S.; Brusdeylins, K., Psychologiedidaktik und Evaluation XI: https://doi.org/10.23668/psycharchives.985, Shaker, Aachen