Anne Deiglmayr is a senior researcher in the field of Learning and Instruction at the ETH Zurich, Switzerland. She studied Psychology in Freiburg, Germany, and Ann Arbor, USA, and obtained her PhD in Psychology from the University of Freiburg in 2009. Collaborative learning is one of her main research fields.
Anne does experimental, quantitatively oriented research, which she combines with in-depth analyses of inter-personal interaction. Her projects focus on factors that make collaborative learning effective, and on the analysis of cognitive and communicative processes in knowledge co-construction. Current research projects in this research area include analysing the role of transactive discussions for students’ individual knowledge acquisition, and a meta-analysis on the effectiveness of the jigsaw method for orchestrating collaborative learning.
Further, Anne is interested in the development, assessment, and training of scientific thinking and argumentation skills, and is involved in a large-scale longitudinal study that assesses the effects of early STEM education. One of her current research projects in this area features a classroom-based training for teaching principles of experimental design (e.g., the “control of variables” strategy) to late elementary students.
Anne has worked as a teacher educator at the Universities of Teacher Education in Freiburg (Germany), the Universities of Teacher Education in Goldau (Switzerland), and the ETH Zurich. She regularly offers courses on collaborative learning and other topics for both high school teachers and University lecturers.
Five relevant publications:
Deiglmayr, A. (2018). Instructional scaffolds for learning from formative peer assessment: effects of core task, peer feedback, and dialogue. European Journal of Psychology of Education, 33(1), 185 – 198. [Link to read-only SharedIt version] DOI: 10.1007/s10212-017-0355-8
Deiglmayr, A., & Schalk, L. (2015). Weak versus strong knowledge interdependence: A comparison of two rationales for distributing information among learners in collaborative learning settings. Learning and Instruction, 40, 69 – 78. DOI: 10.1016/j.learninstruc.2015.08.003
Deiglmayr, A., Paus, E., McCall, C., Mullins, D., Berthold, K., Wittwer, J., Krämer, N., & Rummel, N. (2013). Towards an integration of the learning perspective and the communication perspective in computer-supported instructional communication. Journal of Media Psychology, 2 (4), 180-189. DOI: 10.1027/1864-1105/a000101
Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21(3), 441-451. DOI:10.1016/j.learninstruc.2010.06.004
Deiglmayr, A., Rummel, N., & Loibl, K. (2015). The mediating role of interactive learning activities in CSCL: An INPUT-PROCESS-OUTCOME model. Proceedings of the 11th Conference on Computer Supported Collaborative Learning, CSCL 2015, Vol 2 (pp. 518 – 522). International Society of the Learning Sciences, Inc.
Deiglmayr, A., & Spada, H. (2011). Training for fostering knowledge co-construction from collaborative inference-drawing. Learning and Instruction, 21(3), 441-451. DOI:10.1016/j.learninstruc.2010.06.004