@misc{DolezalVittori,
  author    = {Dolezal, Dominik and Vittori, Lisa},
  title     = {Studentenzentrierter Unterricht im Lernb{\"u}ro zu Softwareentwicklung},
  subject      = {Learning Office},
  language  = {de}
}
@inproceedings{DolezalGmeinerPucheretal.,
  author    = {Dolezal, Dominik and Gmeiner, Karl and Pucher, Robert and Schm{\"o}llebeck, Fritz},
  title     = {Just-in-time Learning - Can Online Courses Significantly Support Face to Face Teaching?},
  series = {Proceedings of the International Conference on E-Learning in the Workplace (ICELW 2014)},
  booktitle = {Proceedings of the International Conference on E-Learning in the Workplace (ICELW 2014)},
  subject      = {eLearning},
  language  = {en}
}
@inproceedings{Dolezal,
  author    = {Dolezal, Dominik},
  title     = {Educational Design Patterns for Student-Centered 21st Century Learning in Technology-Enhanced Learning Environments},
  series = {Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020)},
  booktitle = {Educating Engineers for Future Industrial Revolutions: Proceedings of the 23rd International Conference on Interactive Collaborative Learning (ICL2020)},
  subject      = {21st century skills},
  language  = {en}
}
@misc{DolezalGmeinerPucheretal.,
  author    = {Dolezal, Dominik and Gmeiner, Karl and Pucher, Robert and Schm{\"o}llebeck, Fritz},
  title     = {Just-in-time Learning - Can Online Courses Significantly Support Face to Face Teaching?},
  subject      = {eLearning},
  language  = {en}
}
@inproceedings{DolezalPosekanyVittorietal.,
  author    = {Dolezal, Dominik and Posekany, Alexandra and Vittori, Lisa and Koppensteiner, Gottfried and Motschnig, Renate},
  title     = {Fostering 21st Century Skills in Student-Centered Engineering Education at the Secondary School Level: Second Evaluation of The Learning Office},
  series = {2019 IEEE Frontiers in Education Conference (FIE)},
  booktitle = {2019 IEEE Frontiers in Education Conference (FIE)},
  organization    = {IEEE},
  subject      = {learning office},
  language  = {en}
}
@inproceedings{Dolezal,
  author    = {Dolezal, Dominik},
  title     = {The Learning Office Approach to Modern 21st Century Education: Third Evaluation of a Self-Driven Concept for Student-Centered Engineering Education},
  series = {IEEE 50th Annual Frontiers in Education Conference},
  booktitle = {IEEE 50th Annual Frontiers in Education Conference},
  subject      = {learning office},
  language  = {en}
}
@misc{DolezalPosekanySchuller,
  author    = {Dolezal, Dominik and Posekany, Alexander and Schuller, Tamara},
  title     = {Neue Entwicklungen im "Learning Office" (SEK II)},
  subject      = {learning office},
  language  = {de}
}
@misc{DolezalSchuller,
  author    = {Dolezal, Dominik and Schuller, Tamara},
  title     = {Lernen im Aufbruch: Sch{\"u}ler*innenzentrierter Unterricht im Lernb{\"u}ro},
  subject      = {learning office},
  language  = {de}
}
@inproceedings{DolezalPosekanyMotschnigetal.,
  author    = {Dolezal, Dominik and Posekany, Alexandra and Motschnig, Renate and Kirchweger, Theresa and Pucher, Robert},
  title     = {Impact of Game-Based Student Response Systems on Factors of Learning in a Person-Centered Flipped Classroom on C Programming},
  series = {Proceedings of EdMedia: World Conference on Educational Media and Technology},
  booktitle = {Proceedings of EdMedia: World Conference on Educational Media and Technology},
  organization    = {Association for the Advancement of Computing in Education (AACE)},
  pages     = {1143 -- 1153},
  abstract  = {Student response systems allow learners to actively contribute to the in-class learning process, while the teacher gets a picture of students' understanding of the topics at hand. However, not only the teacher is given an evaluation tool, but also the students are able to evaluate their own progress, which is an important aspect in person-centered learning. This paper analyzes the impact of the game-based student response system Kahoot! on a person-centered flipped university course on the introduction to programming and gives recommendations on using quizzes in class. The course was evaluated via anonymous questionnaires before and after introducing regular gamified quizzes. The students' feedback was extraordinarily positive; the results showed a significant improvement in the satisfaction with the course structure, course design, and perceived suitability of the course material. Hence, evidence found in this research suggests that game-based student response systems provide additional value to flipped classrooms in engineering education.},
  subject      = {Flipped Classroom},
  language  = {en}
}
@inproceedings{DolezalPosekanyPucheretal.,
  author    = {Dolezal, Dominik and Posekany, Alexandra and Pucher, Robert and Motschnig, Renate},
  title     = {Effects of Introducing a Game-Based Student Response System into a Flipped, Person-Centered Classroom on Object-Oriented Design},
  series = {Advances in Web-Based Learning, 17th International Conference on Web-based Learning (ICWL 2018)},
  booktitle = {Advances in Web-Based Learning, 17th International Conference on Web-based Learning (ICWL 2018)},
  subject      = {Computer Science Education},
  language  = {en}
}