Ronny Scherer

Orcid: 0000-0003-3630-0710

According to our database1, Ronny Scherer authored at least 38 papers between 2012 and 2024.

Collaborative distances:
  • Dijkstra number2 of five.
  • Erdős number3 of four.

Timeline

Legend:

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Article 
PhD thesis 
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Online presence:

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Bibliography

2024
Digital gender gaps in Students' knowledge, attitudes and skills: an integrative data analysis across 32 Countries.
Educ. Inf. Technol., January, 2024

The moderating role of school facilitating conditions and attitudes towards ICT on teachers' ICT use and emphasis on developing students' digital skills.
Comput. Hum. Behav., January, 2024

2023
Untangling the Great Online Transition: A network model of teachers' experiences with online practices.
Comput. Educ., October, 2023

What predicts students' future ICT literacy? Evidence from a large-scale study conducted in different stages of secondary school.
Comput. Educ., October, 2023

Gender divides in teachers' readiness for online teaching and learning in higher education: Do women and men consider themselves equally prepared?
Comput. Educ., July, 2023

Will, skills, or conscientiousness: What predicts teachers' intentions to participate in technology-related professional development?
Comput. Educ., June, 2023

The more experienced, the better prepared? New evidence on the relation between teachers' experience and their readiness for online teaching and learning.
Comput. Hum. Behav., 2023

2022
Investigating the antecedents of university students' perceived ease of using the Internet for learning.
Interact. Learn. Environ., 2022

Gender differences in information and communication technology use & skills: a systematic review and meta-analysis.
Educ. Inf. Technol., 2022

Teaching with technology: A large-scale, international, and multilevel study of the roles of teacher and school characteristics.
Comput. Educ., 2022

2021
Profiling teachers' readiness for online teaching and learning in higher education: Who's ready?
Comput. Hum. Behav., 2021

Teachers' agency and online education in times of crisis.
Comput. Hum. Behav., 2021

Initial teacher training for twenty-first century skills in the Fourth Industrial Revolution (IR 4.0): A scoping review.
Comput. Educ., 2021

2020
A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions.
Comput. Hum. Behav., 2020

All the same or different? Revisiting measures of teachers' technology acceptance.
Comput. Educ., 2020

2019
A latent profile analysis of adult students' online self-regulation in blended learning environments.
Comput. Hum. Behav., 2019

The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education.
Comput. Educ., 2019

The relation between students' socioeconomic status and ICT literacy: Findings from a meta-analysis.
Comput. Educ., 2019

Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education.
Br. J. Educ. Technol., 2019

Editorial to the special section - Technology acceptance models: What we know and what we (still) do not know.
Br. J. Educ. Technol., 2019

2018
The importance of attitudes toward technology for pre-service teachers' technological, pedagogical, and content knowledge: Comparing structural equation modeling approaches.
Comput. Hum. Behav., 2018

Technology and the Mind: Does Learning to Code Improve Cognitive Skills?
Proceedings of the Technology, Mind, and Society Conference, 2018

2017
Revealing the processes of students' interaction with a novel collaborative problem solving task: An in-depth analysis of think-aloud protocols.
Comput. Hum. Behav., 2017

Students' profiles of ICT use: Identification, determinants, and relations to achievement in a computer and information literacy test.
Comput. Hum. Behav., 2017

Editorial to the special issue: Current innovations in computer-based assessments.
Comput. Hum. Behav., 2017

Some critical reflections on the special issue: Current innovations in computer-based assessments.
Comput. Hum. Behav., 2017

On the quest for validity: Testing the factor structure and measurement invariance of the technology-dimensions in the Technological, Pedagogical, and Content Knowledge (TPACK) model.
Comput. Educ., 2017

"Sore eyes and distracted" or "excited and confident"? - The role of perceived negative consequences of using ICT for perceived usefulness and self-efficacy.
Comput. Educ., 2017

Moving beyond the study of gender differences: An analysis of measurement invariance and differential item functioning of an ICT literacy scale.
Comput. Educ., 2017

2016
Understanding students' performance in a computer-based assessment of complex problem solving: An analysis of behavioral data from computer-generated log files.
Comput. Hum. Behav., 2016

Time for a new approach to prepare future teachers for educational technology use: Its meaning and measurement.
Comput. Educ., 2016

Teachers' emphasis on developing students' digital information and communication skills (TEDDICS): A new construct in 21st century education.
Comput. Educ., 2016

The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test.
Comput. Educ., 2016

2015
Revisiting teachers' computer self-efficacy: A differentiated view on gender differences.
Comput. Hum. Behav., 2015

Becoming more specific: Measuring and modeling teachers' perceived usefulness of ICT in the context of teaching and learning.
Comput. Educ., 2015

The Big-Fish-Little-Pond-Effect revisited: Do different types of assessments matter?
Comput. Educ., 2015

2013
Psychometric Challenges in Modeling Scientific Problem-Solving Competency: An Item Response Theory Approach.
Proceedings of the Data Science, 2013

2012
Factors of problem-solving competency in a virtual chemistry environment: The role of metacognitive knowledge about strategies.
Comput. Educ., 2012


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