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School of Education

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Lenka Schnaubert

Assistant Professor in Learning Sciences, Faculty of Social Sciences

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Biography

Dr Lenka Schnaubert is an Assistant Professor in Learning Sciences at the LSRI, School of Education, 糖心原创. She holds a PhD (Dr. rer. nat.) from the University of Duisburg-Essen in Germany, where she wrote her thesis on the topic of "Providing cognitive and metacognitive awareness information to support regulation in individual and collaborative learning settings" (). She also holds a Diploma in Psychology awarded by the Dresden University of Technology. Prior to joining the LSRI, she worked as a postdoc and research associate at the University of Duisburg-Essen, where she taught graduate and postgraduate courses in psychology of learning and instruction and research methods and conducted fundamental and applied research on technology-enhanced learning and instruction. She also worked as a research associate at the Centre for e-learning Technology (Saarland University / German Research Centre for Artificial Intelligence) and the Dresden University of Technology on the research project "Adaptive Tutoring Feedback" funded by the German Research Foundation.

Research Summary

Lenka is working in various projects concerned with learning and instruction facilitated or influenced by the use of technology. Thereby, her main interest lies in studying fundamental processes of… read more

Selected Publications

  • SCHLUSCHE, CHRISTIAN, SCHNAUBERT, LENKA and BODEMER, DANIEL, 2023. RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING. 18, 17
  • ULLRICH, GRETA, DONMEZ, ALINA, MAHABADI, AMIR A, BAUERLE, ALEXANDER, KNUSCHKE, RAMTIN, PALDAN, KATRIN, SCHNAUBERT, LENKA, RAMMOS, CHRISTOS, RASSAF, TIENUSH and JULIA LORTZ, 2023. HELIYON. 9(3), e14052
  • SCHNAUBERT, LENKA and VOGEL, FREYDIS, 2022. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 17(1), 1-10
  • SCHNAUBERT, LENKA and BODEMER, DANIEL, 2022. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 17(1), 11-38

Current Research

Lenka is working in various projects concerned with learning and instruction facilitated or influenced by the use of technology. Thereby, her main interest lies in studying fundamental processes of metacognitive self-regulation, computer-supported collaborative learning and group awareness in digital and social learning environments as well as the effects of awareness tools on individual and collaborative learning. One specific concept in focus is metacognitive uncertainty, i.e. individual uncertainty about own knowledge and assumptions. Questions in focus include: How do learners' uncertainties shape how they regulate their learning? How is this affected by awareness of uncertainty within the social context (group uncertainty awareness)? How can group uncertainty awareness be supported by awareness tools and how may this foster knowledge exchange and learning? In the future, this research will be complemented by questions around the co-evolution of certainty and uncertainty in social networks. Lenka's more applied research projects further explore the use of innovative technology to advance teaching (e.g., smart lights for online lectures) and work processes (e.g., human-centred AI in the chemical industry) and or self-regulation of health-related behaviour (e.g., mHealth technology).

  • ULLRICH, GRETA, DONMEZ, ALINA, MAHABADI, AMIR A, BAUERLE, ALEXANDER, KNUSCHKE, RAMTIN, PALDAN, KATRIN, SCHNAUBERT, LENKA, RAMMOS, CHRISTOS, RASSAF, TIENUSH and JULIA LORTZ, 2023. HELIYON. 9(3), e14052
  • SCHLUSCHE, CHRISTIAN, SCHNAUBERT, LENKA and BODEMER, DANIEL, 2023. RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING. 18, 17
  • SCHNAUBERT, LENKA and VOGEL, FREYDIS, 2022. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 17(1), 1-10
  • SCHNAUBERT, LENKA and BODEMER, DANIEL, 2022. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 17(1), 11-38
  • SCHNAUBERT, LENKA and SCHNEIDER, SASCHA, 2022. FRONTIERS IN EDUCATION. 6,
  • SCHNEIDER, SASCHA, BEEGE, MAIK, NEBEL, STEVE, SCHNAUBERT, LENKA and REY, GUENTER DANIEL, 2022. EDUCATIONAL PSYCHOLOGY REVIEW. 34(1), 1-38
  • SCHLUSCHE, CHRISTIAN, SCHNAUBERT, LENKA and BODEMER, DANIEL, 2021. FRONTIERS IN EDUCATION. 6,
  • SCHNAUBERT, LENKA, KRUKOWSKI, SIMON and BODEMER, DANIEL, 2021. METACOGNITION AND LEARNING. 16(3), 855-887
  • SCHNAUBERT, LENKA, HARBARTH, LYDIA and BODEMER, DANIEL, 2020. . In: MELISSA GRESALFI and ILANA SEIDEL HORN, eds., The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences (ICLS) 2020 2. International Society of the Learning Sciences. 951-958
  • SCHNAUBERT, LENKA, VOGEL, FREYDIS, BODEMER, DANIEL, FISCHER, FRANK, RADKOWITSCH, ANNIKA, SCHMIDMAIER, RALF, FISCHER, MARTIN R., TSOVALTZI, DIMITRA, PUHL, THOMAS and AZEVEDO, ROGER, 2020. . In: MELISSA GRESALFI and ILANA SEIDEL HORN, eds., The Interdisciplinarity of the Learning Sciences: 14th International Conference of the Learning Sciences (ICLS) 2020 1. International Society of the Learning Sciences. 350-357
  • SCHNAUBERT, LENKA and BODEMER, DANIEL, 2019. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING. 14(1), 7-51
  • BODEMER, DANIEL, JANSSEN, JEROEN and SCHNAUBERT, LENKA, 2018. Group Awareness Tools for Computer-Supported Collaborative Learning INTERNATIONAL HANDBOOK OF THE LEARNING SCIENCES. 351-358
  • SCHNAUBERT, LENKA and BODEMER, DANIEL, 2018. RESEARCH AND PRACTICE IN TECHNOLOGY ENHANCED LEARNING. 13(1), 16
  • SCHNAUBERT, LENKA and BODEMER, DANIEL, 2017. LEARNING AND INSTRUCTION. 49, 251-262
  • NARCISS, SUSANNE, SOSNOVSKY, SERGEY, SCHNAUBERT, LENKA, ANDRES, ERIC, EICHELMANN, ANJA, GOGUADZE, GEORGE and MELIS, ERICA, 2014. COMPUTERS & EDUCATION. 71, 56-76
  • SCHNAUBERT, LENKA, ANDRES, ERIC, NARCISS, SUSANNE, SOSNOVSKY, SERGEY, EICHELMANN, ANJA and GOGUADZE, GEORGE, 2012. Using Local and Global Self-evaluations to Predict Students' Problem Solving Behaviour 21ST CENTURY LEARNING FOR 21ST CENTURY SKILLS. 7563, 334-347
  • SCHNAUBERT, LENKA, ANDRES, ERIC, NARCISS, SUSANNE, EICHELMANN, ANJA, GOGUADZE, GEORGE and MELIS, ERICA, 2011. Student Behavior in Error-Correction-Tasks and Its Relation to Perception of Competence TOWARDS UBIQUITOUS LEARNING, EC-TEL 2011. 6964, 370-+

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