Elisabeth Mayweg, Prof. Dr.
Elisabeth Mayweg is Junior Professor for Digital Knowledge Management in Higher Education at the Institute of Educational Sciences at Humboldt University in Berlin. The professorship is sponsored by the Commerzbank Foundation and is associated at the Einstein Center Digital Future. Prior to that, Elisabeth was working as a post-doc at the Center for Teaching in Higher Education at the University of Münster as well as in the project SUPPORT for the teaching at Freie University in Berlin. In Winter term 2017/18, she substituted the professorship for Educational Psychology at the University in Hannover. During her time as a post-doc she was as a DFG research scholar at the Teachers College of Columbia University in New York. She obtained her PhD in 2011 and habilitated in psychology with Prof. Regina Jucks at University of Münster in 2018. Elisabeth conducts research into the effects of various forms of digitalization in teaching-learning contexts in higher education. In particular, she is interested in the specific characteristics of synchronous and asynchronous forms of media communication – such as chats, forums and blog – and how these affect students’ learning and skill development.
At HIIG, Elisabeth is an associate researcher within the research programme Knowledge & Society.
A complete list of all publications and presentations can be accessed here (in German).
Photo: ECDF/PR/Felix Noak.
Journal articles and conference proceedings
Engel, O., Zimmer, L. M., Lörz, M., & Mayweg-Paus, E. (2023). Digital studying in times of COVID-19: teacher- and student-related aspects of learning success in german higher education. International Journal of Educational Technology in Higher Education, 20(12). DOI: 10.1186/s41239-023-00382-w Publication details
Zimmermann M., Engel, O. & Mayweg-Paus, E. (2022). Pre-service teachers’ search strategies when sourcing educational information on the Internet. Frontiers in Education, 7. DOI: 10.3389/feduc.2022.976346 Publication details
Wilde, D., Engel, O., & Mayweg-Paus, E. (2022). Fit zum Studienabschluss! Ein digitales Lehrkonzept zur Vorbereitung der Abschlussarbeit. die Hochschullehr, 18, 256-267. DOI: 10.3278/HSL2218W Publication details
Macagno, F., Rapanta, C., Mayweg-Paus, E., & Garcia-Milà, M. (2022). Coding empathy in dialogue. Journal of Pragmatics, 192, 116-132. DOI: 10.1016/j.pragma.2022.02.011 Publication details
Engel, J., Mayweg, E., & Carnap, A. (2022). Postdigital bedingte Souveränität. Zum Wandel von Handlungsmächtigkeit aus erziehungswissenschaftlicher Perspektive. Medien + Erziehung, 66, 13-24. Publication details
Zimmermann, M., & Mayweg-Paus, E. (2021). The role of collaborative argumentation in future teachers’ selection of online information. Zeitschrift für Pädagogische Psychologie/German Journal of Educational Psychology, 35(2-3), 185-198. DOI: 10.1024/1010-0652/a000307 Publication details
Mayweg-Paus, E., Zimmermann, M., & Lefke, C. (2021). “You are not alone” – Opportunities and challenges for university students’ collaborative engagement when dealing with online information about COVID19. Frontiers in Psychology, 12. DOI: 10.3389/fpsyg.2021.728408 Publication details
Mayweg-Paus, E., Zimmermann, M., Le, N.-T., & Pinkwart, N. (2021). A review of technologies for collaborative online information seeking: On the contribution of collaborative argumentation. Education and Information Technologies, 26, 2053–2089. DOI: 10.1007/s10639-020-10345-7 Publication details
Mayweg-Paus, E., Jucks, R. (2017). Conflicting evidence or conflicting opinions? Two-sided discussions contribute to experts’ trustworthiness. Journal of Language and Social Psychology. Publication details
Mayweg-Paus, E., Thiebach, M., & Jucks, R. (2016). Let me critically question this! Insights from a training study on the role of questioning in argumentative discourse. International Journal of Educational Research, 79, 195-210. DOI: 10.1016/j.ijer.2016.05.017 Publication details
Mayweg-Paus, E., Macagno, F. & Kuhn, D. (2016). Developing argumentation strategies in electronic dialogs: Is modeling effective? Discourse Processes, 53(4), 280-297. DOI: 10.1080/0163853X.2015.1040323 Publication details
Thiebach, M., Mayweg-Paus, E., & Jucks, R. (2016). Better to agree or disagree? – The role of critical questioning and elaboration in argumentative discourse. Zeitschrift für Pädagogische Psychologie, 30(2-3), 133-149. DOI: 10.1024/1010-0652/a000174 Publication details
Hellmann, J.H., Paus, E. & Jucks. R. (2014). How can innovative teaching be taught? Insights from higher education. Psychology Learning and Teaching, 13, 43-51. DOI: 10.2304/plat.2014.13.1.43 Publication details
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, 25(4), 180-189. DOI: 10.1027/1864-1105/a000101 Publication details
Book contributions and chapters
Mayweg-Paus, E., & Zimmermann, M. (2022). ritisches Denken beim Umgang mit Online-Informationen an der Hochschule. In H. A. Mieg, & F. Havemann, Critical Thinking. Wissenschaftsforschung Jahrbuch 2021. (pp. 107-138). Berlin: Wissenschaftlicher Verlag Berlin. Publication details
Mayweg-Paus E., & Zimmermann M. (2021). Educating Cultural Literacy with Open Educational Resources: Opportunities and Obstacles of Digital Teacher Collaborations. In Fiona Maine, & Maria Vrikki, Dialogue for Intercultural Understanding (pp. 149-163). Cham.: Springer. DOI: 10.1007/978-3-030-71778-0_11 Publication details
Other publications
Mayweg-Paus, E., Zimmermann, & M. & Ruwe, T. (2021). DIALLS Dataset of evaluations of Open Educational Resources – The Cultural Literacy Learning Programme resources [Data set]. DIALLS Horizon 2020 project: Dialogue and Argumentation for cultural Literacy Learning in Schools. Publication details
Position
Associated Researcher: Knowledge & Society
