Assessing Prerequisites and Processes of Self-, Co- and Shared Regulation during Collaborative Learning. - Liesje De Backer; Ingo Kollar; Christopher A. Williams; Tina Seufert; Armin Weinberger; Nadine Melzner; Martin Greisel; Markus Dresel; Jolique Kielstra; Inge Molenaar; Hilde van Keer; Martin Valcke; et al. (ICLS, 2018)

How groups regulate their learning: The influence of achievement goals on self-, co- and shared regulation strategies. - Martin Greisel; Nadine Melzner; Ingo Kollar; Markus Dresel (ICLS, 2018)

Effective Regulation in Collaborative Learning: An Attempt to Determine the Fit of Regulation Challenges and Strategies. - Nadine Melzner; Martin Greisel; Markus Dresel; Ingo Kollar (CSCL, 2019)

Using Process Mining (PM) and Epistemic Network Analysis (ENA) for Comparing Processes of Collaborative Problem Regulation. - Nadine Melzner; Martin Greisel; Markus Dresel; Ingo Kollar (ICQE, 2019)

Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy and intensity of strategy use. - Nadine Melzner; Martin Greisel; Markus Dresel; Ingo Kollar (Int. J. Comput. Support. Collab. Learn., 2020)

Do self-created metacognitive prompts promote short- and long-term effects in computer-based learning environments? - Katharina Engelmann; Maria Bannert; Nadine Melzner (Res. Pract. Technol. Enhanc. Learn., 2021)