@article{MertensFriedlandKrueger2006,
  author    = {Mertens, R. and Friedland, G. and Kr{\"u}ger, M.},
  title     = {To See or Not To See: Layout Constraints, the Split-Attention Problem and their Implications for the Design of Web Lecture Interfaces: e-learn World Conference on E-Learning in Corporate, Government, Healthcare, \& Higher Education.},
  year      = {2006},
  language  = {en}
}
@incollection{KruseTanKoeslingetal.2011,
  author    = {Kruse, C. and Tan, T. and Koesling, P. and Kr{\"u}ger, M.},
  title     = {Strategies of LMS Implementation at German Universities},
  series = {Babo, R., \& Azevedo, A. (Eds.): Higher Education Institutions and Learning Management Systems: Adoption and Standardization},
  booktitle = {Babo, R., \& Azevedo, A. (Eds.): Higher Education Institutions and Learning Management Systems: Adoption and Standardization},
  pages     = {315 -- 334},
  year      = {2011},
  language  = {en}
}
@incollection{KruegerDiercksOBrien2011,
  author    = {Kr{\"u}ger, M. and Diercks-O´Brien, G.},
  title     = {Cooperative and Self-Directed Learning with the Learning Scenario VideoLearn. Engineering Education using Lecture Recordings},
  series = {Hambach, S., Martens, A., Urban, B. (Eds.): eLearning Baltics 2011, Proceedings of the 4th International eLBa Science Conference in Rostock, Germany, May 26-27},
  booktitle = {Hambach, S., Martens, A., Urban, B. (Eds.): eLearning Baltics 2011, Proceedings of the 4th International eLBa Science Conference in Rostock, Germany, May 26-27},
  publisher = {Fraunhofer Verlag},
  year      = {2011},
  language  = {en}
}
@incollection{HeinrichKrueger2004,
  author    = {Heinrich, A. and Kr{\"u}ger, M.},
  title     = {The Interactive Learning Lab: A Complex and Flexible but Easy to Use Multimedia Environment" International Conference on Education and Information Systems: Technologies and Applications, Orlando, Florida, July 21.-25.},
  year      = {2004},
  language  = {en}
}
@incollection{KruegerJobmannKyamakyaetal.2003,
  author    = {Kr{\"u}ger, M. and Jobmann, K. and Kyamakya, K. and Garcia, J.-E.},
  title     = {mLearning with the Notebook-Seminar. International Conference on Engineering Education, July 21-25, Valencia, Spain},
  year      = {2003},
  language  = {en}
}
@incollection{KruegerJobmannGarcia2003,
  author    = {Kr{\"u}ger, M. and Jobmann, K. and Garcia, J.-E.},
  title     = {The Integrated Networks Lecture. International Conference on Engineering Education, July 21-25, Valencia, Spain},
  year      = {2003},
  language  = {en}
}
@article{KruegerStallmeierWoestenetal.2022,
  author    = {Kr{\"u}ger, Marc and Stallmeier, Nils and W{\"o}sten, Holger and Sch{\"a}fer, Florian},
  title     = {Smart Energy Mangagement (SEM): Approach, relevance, and online learning modules},
  series = {lernen \& lehren},
  volume    = {36},
  journal   = {lernen \& lehren},
  number    = {144},
  pages     = {160 -- 165},
  year      = {2022},
  language  = {en}
}
@article{EtzoldKrueger2021,
  author    = {Etzold, Daniel and Kr{\"u}ger, Marc},
  title     = {Development of Communication Competence in Pre-Service Vocational Education Teacher Training},
  series = {Higher Education Studies},
  volume    = {11},
  journal   = {Higher Education Studies},
  number    = {4},
  issn      = {1925-4741},
  doi       = {10.25974/fhms-16414},
  url       = {http://nbn-resolving.de/urn:nbn:de:hbz:836-opus-164146},
  pages     = {31 -- 39},
  year      = {2021},
  abstract  = {This paper presents a seminar concept for the development of communication competence in pre-service vocational education teachers with the aid of video annotations, feedback, and peer microteaching. The seminar is offered within a teacher training program for students taking a master's degree (MEd) in vocational education at the FH M{\"u}nster University of Applied Sciences, Germany, and has been conducted three times. The advantages of the seminar concept are manifold. On the one hand, we create a learning environment in which students individually prepare and conduct five peer microteaching lessons in a row and receive prompt and constructive peer feedback on every performance. On the other hand, the quality of feedback improves so that our students are professional feedback providers by the end of the seminar. The provision of teacher feedback alone does not help our students become successful feedback providers. Nor, given the resources available at the university, is it a realistic alternative in terms of time constraints. In addition, due to recordings, the students gain a better insight into their teaching skills since their lessons can be observed and approached from an outside perspective.},
  language  = {en}
}