Rudolf Kammerl

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In this paper we argue that effective teaching is a multi-method process and propose a teachware management framework flexible enough to support multiple teaching strategies. We model e.g. behaviouristic or constructivistic strategies based on a metamodeling approach to learning material. As the common implementation language we introduce the XML-based(More)
Excessive Internet use and Internet addiction are currently increasing in many industrial nations. Verified and validated measuring instruments could contribute to a better understanding of this still quite recent development. The aim of this survey was to investigate the psychometric properties of a German version of the Compulsive Internet Use Scale(More)
Education can profit significantly from hypermedia und e-technologies. However, in our experience the majority of students having the choice of learning on the computer or from a printed script or book prefer the latter when it comes to " challenging " formal domains. For online learning material to be successful its structure and presentation have to(More)
We propose a methodology for the reuse of contextualized learning content. The current reuse methodology requires context independent learning content and introduces a reuse paradox: "the most reusable objects are context-independent, while the best instruction is highly contextualized". We identify two aspects of contextualization: specialisation on the(More)
BACKGROUND Pathological internet use is of increasing significance in several industrial nations. SAMPLING AND METHODS We surveyed a representative German quota sample of 1,723 adolescents (aged 14-17 years) and 1 caregiver each. We conducted a latent profile analysis to identify a high-risk group for pathological internet use. RESULTS Overall, 3.2% of(More)
Few studies have been carried out investigating the interdependence of family structures or interactions and excessive adolescent Internet use. In this study, we surveyed a representative German quota sample of 1,744 adolescents aged between 14 and 17 years with standardized questionnaires. Adolescents assessed their perceived own functioning in the family(More)
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