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.

Photo: ECDF/PR/Felix Noak.

ELISABETH MAYBACH

Position

Associate Researcher: Knowledge & Society

Journal articles and conference proceedings

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. 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. 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. 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. 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. Publication details