A new open access article has been published that explores how technology-enhanced personalized learning environments based on prior knowledge affect learning outcomes in continuing education, revealing...
A new publication with a focus on design perspectives on Massive Open Online Courses has been published. Egloffstein, M., & Ifenthaler, D. (2025). Designing a MOOC....
A new open access article has been published that explores discrepancies in student evaluations of various feedback modes—teacher, peer, and self—and their impact on essay quality...
Neuer Open Aceess Beitrag zu Perspektiven der Lernortkooperation in der Berufsbildung veröffentlicht. Seufert, S., Gössling, B., Ifenthaler, D., & Ostendorf, A. (2025). Berufsbildung: Lernortkooperation im digitalen...
Ein neuer open access Beitrag geht der Frage nach, ob mit Bildungsdatenwissenschaft ein Paradigmenwechsel für die Methodologie der Erziehungswissenschaft entsteht? Ifenthaler, D. (2025). Bildungsdatenwissenschaft: ein Paradigmenwechsel...
Professor Ifenthaler received the Springer Nature Editorial Contribution Award for his service as Editor-In-Chief for Technology, Knowledge and Learning. THe Springer Nature Editorial Contribution Award recognises...
Neuer Open Aceess Beitrag zu Perspektiven von Studierenden im Kontext aktueller Entwicklungen in der Hochschullehre veröffentlicht. Spirgi, L., Seufert, S., Delcker, J., Heil, J., & Ifenthaler,...
An edited volume by Christian Sebastian Loh (Southern Illinois University Carbondale, USA), Yanyan Sheng (University of Chicago, USA) and Dirk Ifenthaler (University of Mannheim, Germany and...
A new edited volume focussing on advances in computer-based diagnostics and analysis of knwoledge was published. Pirnay-Dummer, P., & Ifenthaler, D. (Eds.). (2025). Computer-based diagnostics and...
The CELDA conference aims to address the main issues concerned with evolving learning processes and supporting pedagogies and applications in the digital age. Advances in both...