Julia Hornstein
| Phone: | +49 821 598-2770 |
| Email: | julia.hornstein@uni-auni-a.de () |
| Room: | 4006 (D) |
| Open hours: | Mo, 09:00 - 10:00 Uhr, bitte vorher per Mail anmelden |
| Address: | Universitätsstraße 10, 86159 Augsburg |
Curriculum
2024
- Outstanding Short Paper Award at the International Conference on Computer-Supported Collaborative Learning (CSCL)
- Invited JURE Symposium at the EARLI SIG 1 (Assessment and Evaluation) Conference in Barcelona, Spain
2022
- since October 2022: research assistant and doctoral student within the project "Tutor and Peer Based Feedback Systems for Large Lectures", subproject 3 of the interdisciplinary project "Facilitating Competence Development through Authentic, Digital and Feedback-Based Teaching-Learning Scenarios" (KoDiLL) at the Chair of Psychology with a special focus on educational psychology under the supervision of Prof. Dr. Ingo Kollar
- May – September: Student assistant at the Chair of Psychology with special focus on Educational Psychology at the University of Augsburg
2021-2022
- Student assistant at the junior professorship empirical educational research
2020-2022
- Master's degree in Interdisciplinary Research on Teaching and Learning at the University of Augsburg
2017-2020
- Bachelor's degree in Educational Science with minors in Psychology and Philosophy at the University of Augsburg
Research Focus
- Promotion of peer feedback processes
Research Projects:
Courses
| name | semester | type |
|---|---|---|
| Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (3) | winter semester 2022/23 | Übung |
| Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (2) | winter semester 2022/23 | Übung |
| Vertiefungsübung Lern- und Instruktionspsychologie, Entwicklungspsychologie und Psychologische Diagnostik (1) | winter semester 2022/23 | Übung |
Publikationen
2024
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2024, June). How to scaffold the Peer-Feedback Process: A Meta-Analysis. Invited JURE symposium (“Unpacking the different levels of the peer feedback process.”) at the EARLI SIG 1 (Assessment and Evaluation) Conference, Barcelona, Spain.
Hornstein, J., Keller, M. V., Greisel, M., Dresel, M., & Kollar, I. (2024). Scaffolding the Peer-Feedback Process: A Meta-Analysis. In Lindgren, R., Asino, T. I., Kyza, E. A., Looi, C. K., Keifert, D. T., & Suárez, E. (Eds.), Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024 (pp. 2231-2232). International Society of the Learning Sciences. Buffalo, New York, United States. https://doi.org/10.22318/icls2024.833519
Hornstein, J., Greisel, M., & Kollar, I. (2024). Supporting Pre-Service Teachers’ Evidence-Informed Reasoning Through Peer-Feedback: Effects of Feedback Provision and Feedback Integration Scaffolds. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Eds.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 213-216). International Society of the Learning Sciences. Buffalo, New York, United States. https://doi.org/10.22318/cscl2024.961446
Greisel. M., Hornstein, J., Weidenbacher, A., Ott, J., & Kollar, I. (2024). Who Wants to Hear Bad News? How the Epistemic Perspective Determines the Perception of Peer Feedback. In Clarke-Midura, J., Kollar, I., Gu, X., & D'Angelo, C. (Hrsg.), Proceedings of the 17th International Conference on Computer-Supported Collaborative Learning - CSCL 2024 (pp. 221-224). International Society of the Learning Sciences. Buffalo, New York, United States.
Hornstein, J., Greisel, M., Weidenbacher, A., Ott, J., & Kollar, I. (2024, March). How can peer feedback be supported instructionally? Results of a meta-analysis. [Wie kann Peer Feedback instruktional unterstützt werden? Ergebnisse einer Meta-Analyse.] Paper presented at the 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Germany.
2023
Greisel, M., Hornstein, J., & Kollar, I. (2023, September). "Who wants to hear criticism?" How epistemic perspective determines the perception of peer feedback. [„Wer will schon Kritik hören?“ Wie die epistemische Perspektive über die Wahrnehmung von Peer Feedback entscheidet.] Paper presented at the Fachtagung Pädagogische Psychologie (PAEPS), Kiel, Germany.
Hornstein, J., Greisel, M., Ott, J., & Kollar, I. (2023, September). Peer feedback to support evidence-informed reasoning in pre-service teachers: Effects of feedback provision and feedback integration prompts. [Peer Feedback zur Unterstützung evidenzorientierten Denkens von Lehramtsstudierenden: Effekte von Feedbackgabe- und Feedbackintegrationsprompts.] Paper presented at the Fachtagung Pädagogische Psychologie (PAEPS), Kiel, Germany.
Hornstein, J., Greisel, M., Ott, J., & Kollar, I. (2023, August). Promoting evidence-informed reasoning in student teachers through peer feedback. Paper presented at the 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI). Thessaloniki, Greece.
Greisel, M., Hornstein, J., & Kollar, I. (2023, Februar). Adequacy of peer feedback: What is the role of individual learner characteristics? [Angemessenheit von Peer-Feedback: Welche Rolle spielen individuelle Merkmale der Lernenden?]. Paper presented at the 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Germany.
Hornstein, J., Greisel, M., Weidenbacher, A., Ott, J., & Kollar, I. (2023, February). Promoting evidence-informed reasoning among pre-service teachers through peer feedback - effects of feedback provision and feedback integration prompts. [Förderung evidenzorientierten Denkens von Lehramtsstudierenden durch Peer Feedback – Effekte von Feedbackgabe- und Feedbackintegrationsprompts.] Paper presented at the 10. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen, Germany.
2022
Greisel, M., Hornstein, J., Weidenbacher, A., Ott, J., & Kollar, I. (2022, December). Peer feedback – What influence does structuring feedback provision according to feed-up, feed-back and feed-forward have on the feedback quality and comparison prompts on the integration of multiple feedback messages? [Peer-Feedback – Welchen Einfluss haben eine Strukturierung der Feedbackgabe nach feed-up, feed-back und feed-forward auf die Feedbackqualität und Vergleichsprompts auf die Integration mehrerer Feedbacks?] Presentation at the Psychological Research Colloquium from the University of Augsburg, Augsburg, Germany.