This paper describes how intelligent tutoring systems (ITSs) improve flexible learning in higher education. The benefits of ITSs over course management systems (CMSs) are discussed, and we demonstrate how the traditionally used dimensions of flexibility can be enhanced to tackle the challenges that higher education is facing from an abundance of online educational products and services. In addition, a new data-driven approach to analyzing questions about flexible learning is suggested, which could lead to better-optimized settings for flexible learning.
{"title":"Intelligent tutoring systems in higher education : towards enhanced dimensions","authors":"Bledar Fazlija","doi":"10.3217/ZFHE-14-03/13","DOIUrl":"https://doi.org/10.3217/ZFHE-14-03/13","url":null,"abstract":"This paper describes how intelligent tutoring systems (ITSs) improve flexible learning in higher education. The benefits of ITSs over course management systems (CMSs) are discussed, and we demonstrate how the traditionally used dimensions of flexibility can be enhanced to tackle the challenges that higher education is facing from an abundance of online educational products and services. In addition, a new data-driven approach to analyzing questions about flexible learning is suggested, which could lead to better-optimized settings for flexible learning.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"14 1","pages":"217-233"},"PeriodicalIF":0.0,"publicationDate":"2020-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44822337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nicht jedes Segment des Arbeitsmarktes integriert Arbeitskrafte gleichermasen. Zu unterscheiden sind formale und inhaltliche Verwertungsaspekte akademischer Abschlusse. Die Vorstellung, dass sich aus beruflichen Anforderungen Kompetenzziele ableiten lassen, wird deshalb hinterfragt. In der Studentenbewegung war die Forderung nach forschendem Lernen nicht vom Wunsch getragen, sich daruber Vorteile auf dem Arbeitsmarkt zu verschaffen, sondern vom Anspruch an eine weitreichende Partizipation an gesellschaftlicher Entwicklung, die uber das Studium beginnen sollte. Bedeutungsverschiebungen, die mit der Wiederentdeckung des forschenden Lernens im Bologna-Prozess einhergingen, zeugen von einem verengten Bezug zur Berufswelt.
{"title":"Eignet sich forschendes Lernen dazu, das Studium berufsbezogen zu gestalten?","authors":"Ines Langemeyer","doi":"10.3217/ZFHE-15-02/02","DOIUrl":"https://doi.org/10.3217/ZFHE-15-02/02","url":null,"abstract":"Nicht jedes Segment des Arbeitsmarktes integriert Arbeitskrafte gleichermasen. Zu unterscheiden sind formale und inhaltliche Verwertungsaspekte akademischer Abschlusse. Die Vorstellung, dass sich aus beruflichen Anforderungen Kompetenzziele ableiten lassen, wird deshalb hinterfragt. In der Studentenbewegung war die Forderung nach forschendem Lernen nicht vom Wunsch getragen, sich daruber Vorteile auf dem Arbeitsmarkt zu verschaffen, sondern vom Anspruch an eine weitreichende Partizipation an gesellschaftlicher Entwicklung, die uber das Studium beginnen sollte. Bedeutungsverschiebungen, die mit der Wiederentdeckung des forschenden Lernens im Bologna-Prozess einhergingen, zeugen von einem verengten Bezug zur Berufswelt.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"15 1","pages":"17"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Der vorliegende Beitrag geht davon aus, dass der epistemologische Standpunkt und die Art der Hochschulbildungsforschung in den Praxiszusammenhang der Lehre hineinwirken und gesellschaftliche Machtverhaltnisse mit produziert. Deshalb ist die Erkenntnisform in ihren Voraussetzungen genauer zu erforschen. Epistemologische Reflexion und Wissenschaftsdidaktik bilden zwei Seiten eines Blattes. Mit der von ALTHUSSER gedachten Figur des immanenten Transzendierens kann die Basis fur ein anderes Verstandnis von ‚Lehrqualitat‘ gelegt werden. Ihre notwendige Bedingung ware die Praxis einer doppelten Reflexion, an der nicht nur Lehrende, sondern auch Studierende partizipieren.
{"title":"Lehrqualität entwickeln als immanentes Transzendieren","authors":"Ines Langemeyer","doi":"10.3217/ZFHE-15-04/13","DOIUrl":"https://doi.org/10.3217/ZFHE-15-04/13","url":null,"abstract":"Der vorliegende Beitrag geht davon aus, dass der epistemologische Standpunkt und die Art der Hochschulbildungsforschung in den Praxiszusammenhang der Lehre hineinwirken und gesellschaftliche Machtverhaltnisse mit produziert. Deshalb ist die Erkenntnisform in ihren Voraussetzungen genauer zu erforschen. Epistemologische Reflexion und Wissenschaftsdidaktik bilden zwei Seiten eines Blattes. Mit der von ALTHUSSER gedachten Figur des immanenten Transzendierens kann die Basis fur ein anderes Verstandnis von ‚Lehrqualitat‘ gelegt werden. Ihre notwendige Bedingung ware die Praxis einer doppelten Reflexion, an der nicht nur Lehrende, sondern auch Studierende partizipieren.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"15 1","pages":"223"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69563398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diversity wird vielerorts als Querschnittsaufgabe erfolgreich in die Organisationsentwicklung von Hochschulen integriert. Aus der Perspektive einer mittelgrosen Hochschule sollen die Hurden dabei naher betrachtet werden. Implementierte Masnahmen einer diversity-reflexiven und habitussensiblen Lehre fur die heterogenen Studierenden eines ingenieurswissenschaftlichen Studiengangs werden analysiert und Reaktionen auf den Versuch eines Kulturwandels eingefangen. Dabei wird hinterfragt, wie nachhaltig ein solches Vorgehen sein kann. Mit qualitativem Material wird dabei die Perspektive der bisher in den Hochschulen unterreprasentierten Studierenden eingeholt.
{"title":"Diversity in Ingenieurswissenschaften – Chancen für die Hochschule","authors":"Helene Götschel, M. Schmidt","doi":"10.25968/OPUS-1957","DOIUrl":"https://doi.org/10.25968/OPUS-1957","url":null,"abstract":"Diversity wird vielerorts als Querschnittsaufgabe erfolgreich in die Organisationsentwicklung von Hochschulen integriert. Aus der Perspektive einer mittelgrosen Hochschule sollen die Hurden dabei naher betrachtet werden. Implementierte Masnahmen einer diversity-reflexiven und habitussensiblen Lehre fur die heterogenen Studierenden eines ingenieurswissenschaftlichen Studiengangs werden analysiert und Reaktionen auf den Versuch eines Kulturwandels eingefangen. Dabei wird hinterfragt, wie nachhaltig ein solches Vorgehen sein kann. Mit qualitativem Material wird dabei die Perspektive der bisher in den Hochschulen unterreprasentierten Studierenden eingeholt.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"15 1","pages":"295-312"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69256609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper focuses on the use or non-use of graduate studies in Switzerland. The Swiss Federal Statistical Office conducts a biannual survey in which the graduates of all Swiss Higher Education Institutions (HEIs) are invited to participate. HEIs can add their own questions to the survey and can access the entire data set for their analyses. This paper examines the extent to which this tool offers a starting point for both cooperation and competition between HEIs. The results, which are based on a qualitative survey of HEIs and our own institutional experiences, show a desire for cooperation at the methodological level, while the actual data is used more for competitive purposes.
{"title":"Wettbewerb und Kooperation in der Nutzung von Absolventenstudien in der Schweiz","authors":"Christian Wassmer, Carole Probst Schilter","doi":"10.3217/zfhe-14-04/11","DOIUrl":"https://doi.org/10.3217/zfhe-14-04/11","url":null,"abstract":"This paper focuses on the use or non-use of graduate studies in Switzerland. The Swiss Federal Statistical Office conducts a biannual survey in which the graduates of all Swiss Higher Education Institutions (HEIs) are invited to participate. HEIs can add their own questions to the survey and can access the entire data set for their analyses. This paper examines the extent to which this tool offers a starting point for both cooperation and competition between HEIs. The results, which are based on a qualitative survey of HEIs and our own institutional experiences, show a desire for cooperation at the methodological level, while the actual data is used more for competitive purposes.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"14 1","pages":"171-190"},"PeriodicalIF":0.0,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49253749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the increasing use of Flexible Learning approaches in Higher Education at the Zurich University of Applied Sciences (ZHAW), measuring their effectiveness, from both an educational and a participant's point of view, is of particular importance. In response to the limited scientific contributions on this topic, this article presents a possibility of how an assessment can take place: this study analyzes 62 undergraduate student responses to a Blended Learning task and compares the participant findings with a pre-existing educational competency framework.
{"title":"Assessing the impact of “more-flexible” learning as part of a study program","authors":"Jeremy Cruz, Christian. Graf, Anika Wolter","doi":"10.3217/zfhe-14-03/10","DOIUrl":"https://doi.org/10.3217/zfhe-14-03/10","url":null,"abstract":"With the increasing use of Flexible Learning approaches in Higher Education at the Zurich University of Applied Sciences (ZHAW), measuring their effectiveness, from both an educational and a participant's point of view, is of particular importance. In response to the limited scientific contributions on this topic, this article presents a possibility of how an assessment can take place: this study analyzes 62 undergraduate student responses to a Blended Learning task and compares the participant findings with a pre-existing educational competency framework.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"14 1","pages":"157-177"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69596313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
B. Dilger, Luci Gommers, C. Rapp, Marco Trippel, A. Butz, Simon Huff, R. Müller, Ralf Schimkat
Seamless learning focuses on a challenge characteristic of flexible learning, whereby learning occurs in different contexts. Learning across contexts affords certain opportunities (e.g., connecting abstract principles learned within a formal context with life experience), but also comes with a certain level of risk (e.g., fragmentation of learning experiences). Within an ongoing EU-funded research project, seven seamless learning conceptions are being developed, implemented and investigated using a design-based research approach. However, this process necessitates a considerable amount of consultancy. To ensure long-term sustainability and scalability, an open and accessible consultancy concept was developed that included ICT support. This paper briefly introduces the project and places it within its theoretical context, as well as discussing the experiences and findings gained during the development of the lighthouses (which serve as the basis of the consultancy concept) and the tool developed.
{"title":"Seamless Learning als Ansatz zum Umgang mit flexiblem Lehren und Lernen : Erfahrungs-bericht aus dem Seamless Learning Lab","authors":"B. Dilger, Luci Gommers, C. Rapp, Marco Trippel, A. Butz, Simon Huff, R. Müller, Ralf Schimkat","doi":"10.3217/ZFHE-14-03/21","DOIUrl":"https://doi.org/10.3217/ZFHE-14-03/21","url":null,"abstract":"Seamless learning focuses on a challenge characteristic of flexible learning, whereby learning occurs in different contexts. Learning across contexts affords certain opportunities (e.g., connecting abstract principles learned within a formal context with life experience), but also comes with a certain level of risk (e.g., fragmentation of learning experiences). Within an ongoing EU-funded research project, seven seamless learning conceptions are being developed, implemented and investigated using a design-based research approach. However, this process necessitates a considerable amount of consultancy. To ensure long-term sustainability and scalability, an open and accessible consultancy concept was developed that included ICT support. This paper briefly introduces the project and places it within its theoretical context, as well as discussing the experiences and findings gained during the development of the lighthouses (which serve as the basis of the consultancy concept) and the tool developed.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"14 1","pages":"361-376"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69596356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The emergence of MOOCs and private-sector MOOC providers has led to the emergence of an expectation that traditional higher education would be disrupted, similar to the taxi industry. The prerequisites for participation in higher education have been reduced to the existence of an Internet connection. However, MOOC providers soon realized that flexibility and low costs were not enough to compete with higher education. Therefore, to date, MOOCs must be considered a failure, especially when measured against the goal of disrupting traditional higher education. This is why MOOC providers are reorienting themselves towards continuing education and thus towards people with university diplomas.
{"title":"Flexibilisierung der Hochschulbildung durch MOOCs : Disruption oder Integration","authors":"Stefan Koruna, M. Zbinden, R. Seiler","doi":"10.3217/ZFHE-14-03/22","DOIUrl":"https://doi.org/10.3217/ZFHE-14-03/22","url":null,"abstract":"The emergence of MOOCs and private-sector MOOC providers has led to the emergence of an expectation that traditional higher education would be disrupted, similar to the taxi industry. The prerequisites for participation in higher education have been reduced to the existence of an Internet connection. However, MOOC providers soon realized that flexibility and low costs were not enough to compete with higher education. Therefore, to date, MOOCs must be considered a failure, especially when measured against the goal of disrupting traditional higher education. This is why MOOC providers are reorienting themselves towards continuing education and thus towards people with university diplomas.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"14 1","pages":"377-400"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69596362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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