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Seel, N. M., & Ifenthaler, D. (2009). Online lernen und lehren. München: Ernst Rheinhardt Verlag.

Ifenthaler, D. (2009). Model-based feedback for improving expertise and expert performance. Technology, Instruction, Cognition and Learning, 7(2), 83-101.

Ifenthaler, D. (2009). Using a causal path model for the design and development of a simulation game for teacher education. Technology, Instruction, Cognition and Learning, 6(3), 193-212.

Ifenthaler, D., Isaias, P., Spector, J. M., Kinshuk, & Sampson, D. G. (2009). Editors’ introduction to the special issue on cognition & learning technology. Educational Technology Research and Development, 57(6), 721-723. doi: 10.1007/s11423-009-9127-8

Seel, N. M., Pirnay-Dummer, P., & Ifenthaler, D. (2009). Quantitative Bildungsforschung. In R. Tippelt & B. Schmidt (Eds.), Handbuch Bildungsforschung (pp. 551-570). Wiesbaden: VS Verlag für Sozialwissenschaften.

Seel, N. M., Ifenthaler, D., & Pirnay-Dummer, P. (2009). Mental models and problem solving: Technological solutions for measurement and assessment of the development of expertise. In P. Blumschein, W. Hung, D. H. Jonassen & J. Strobel (Eds.), Model-based approaches to learning: Using systems models and simulations to improve understanding and problem solving in complex domains (pp. 17-40). Rotterdam: Sense Publishers.

Johnson, T. E., Ifenthaler, D., Pirnay-Dummer, P., & Spector, J. M. (2009). Using concept maps to assess individuals and team in collaborative learning environments. In P. L. Torres & R. C. V. Marriott (Eds.), Handbook of research on collaborative learning using concept mapping (pp. 358-381). Hershey,PA: Information Science Publishing.

Ifenthaler, D., & Pirnay-Dummer, P. (2009). Assessment of knowledge: Do graphical notes and texts represent different things? In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (32nd, Loisville, KY, 2009). Volume 2 (pp. 86-93). Bloomington, IN: AECT.

Wieland, K., & Ifenthaler, D. (2009). Evaluating the effectiveness of a simulation-based collaborative learning environment and validating new ways to assess learning outcomes. In M. R. Simonson (Ed.), Annual proceedings of selected research and development papers presented at the national convention of the Association for Educational Communications and Technology (32nd, Loisville, KY, 2009). Volume 2 (pp. 243-250). Bloomington, IN: AECT.

Ifenthaler, D. (2009). Bridging the gap between expert-novice differences: The model-based feedback approach. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 49-60). Rome: IADIS Press.

Kinshuk, Sampson, D. G., Spector, J. M., Isaias, P., & Ifenthaler, D. (Eds.). (2009). Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age. Rome: IADIS Press.

Pirnay-Dummer, P., Ifenthaler, D., & Rohde, J. (2009). Text-guided automated self-assessment. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 311-316). Rome: IADIS Press.

Eseryel, D., Ifenthaler, D., & Ge, X. (2009). A validation study of a methodology for assessing progress of learning and complex, ill-structured problem solving in STEM domains. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isaias & D. Ifenthaler (Eds.), Proceedings of the IADIS international conference on cognition and exploratory learning in the digital age (pp. 363-368). Rome: IADIS Press.