Claude Müller Werder, Petra Barthelmess, C. Berger, Gunther Kucza, M. Müller, Philipp Sieber
Die zunehmenden Herausforderungen an Hochschulen, sei es der digitale Wandel oder das zunehmend kompetitive Umfeld mit anspruchsvollen, hochgradig mobilen und globalisierten Studierenden, führen dazu, dass von Hochschulen mehr Flexibilität und Individualisierung in ihren Bildungsangeboten erwartet wird. Flexibles Lernen oder Flexible Learning ist ein breiter Begriff mit unterschiedlichen Interpretationen (DE BOER & COLLIS, 2005; LI & WONG, 2018). Ganz allgemein formuliert, sollen flexible Lernangebote durch verschiedene Optionen beim Lernangebot den Studierenden ermöglichen, ihre Ausund Weiterbildung bestmöglich an ihren individuellen Lebenskontext anzupassen (MÜLLER & JAVET, 2019). Im Zentrum von flexiblem Lernen stehen damit die Lernenden mit ihren Bedürfnissen, und die Bildungsangebote sollen ihnen die Möglichkeit geben, selber zu entscheiden, was, wann, wie und wo gelernt wird (HEA, 2015). Flexibilität kann sich auf unterschiedliche Aspekte im Lehr-/Lernprozess beziehen; gemäß LI und WONG (2018) sind dies: Zeit (time), Inhalt (content), Zugangsvoraussetzungen (entry requirement), Bereitstellung (delivery), didaktische Gestaltung (instructional approach), Beurteilung und Bewertung (assessment), Lernressourcen und Support (resource and support) sowie Orientierung und Ziele (orientation and goal). Heutzutage wird flexibles Lernen vor allem durch den Einsatz neuer Technologien realisiert (TUCKER & MORRIS, 2012). Flexibles Lernen, digitales Lernen, Blended
{"title":"Editorial : Flexibles Lernen an Hochschulen gestalten","authors":"Claude Müller Werder, Petra Barthelmess, C. Berger, Gunther Kucza, M. Müller, Philipp Sieber","doi":"10.21256/zhaw-18791","DOIUrl":"https://doi.org/10.21256/zhaw-18791","url":null,"abstract":"Die zunehmenden Herausforderungen an Hochschulen, sei es der digitale Wandel oder das zunehmend kompetitive Umfeld mit anspruchsvollen, hochgradig mobilen und globalisierten Studierenden, führen dazu, dass von Hochschulen mehr Flexibilität und Individualisierung in ihren Bildungsangeboten erwartet wird. Flexibles Lernen oder Flexible Learning ist ein breiter Begriff mit unterschiedlichen Interpretationen (DE BOER & COLLIS, 2005; LI & WONG, 2018). Ganz allgemein formuliert, sollen flexible Lernangebote durch verschiedene Optionen beim Lernangebot den Studierenden ermöglichen, ihre Ausund Weiterbildung bestmöglich an ihren individuellen Lebenskontext anzupassen (MÜLLER & JAVET, 2019). Im Zentrum von flexiblem Lernen stehen damit die Lernenden mit ihren Bedürfnissen, und die Bildungsangebote sollen ihnen die Möglichkeit geben, selber zu entscheiden, was, wann, wie und wo gelernt wird (HEA, 2015). Flexibilität kann sich auf unterschiedliche Aspekte im Lehr-/Lernprozess beziehen; gemäß LI und WONG (2018) sind dies: Zeit (time), Inhalt (content), Zugangsvoraussetzungen (entry requirement), Bereitstellung (delivery), didaktische Gestaltung (instructional approach), Beurteilung und Bewertung (assessment), Lernressourcen und Support (resource and support) sowie Orientierung und Ziele (orientation and goal). Heutzutage wird flexibles Lernen vor allem durch den Einsatz neuer Technologien realisiert (TUCKER & MORRIS, 2012). Flexibles Lernen, digitales Lernen, Blended","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"14 1","pages":"9-17"},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68015309","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}
Gerda Hagenauer, Doris Ittner, R. Suter, Thomas Tribelhorn
{"title":"Editorial: Evidenzorientierte Qualitätsentwicklung in der Hochschullehre: Chancen, Herausforderungen und Grenzen","authors":"Gerda Hagenauer, Doris Ittner, R. Suter, Thomas Tribelhorn","doi":"10.3217/ZFHE-13-01/01","DOIUrl":"https://doi.org/10.3217/ZFHE-13-01/01","url":null,"abstract":"","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"1 1","pages":"9-24"},"PeriodicalIF":0.0,"publicationDate":"2018-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42873232","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}
Gerda Hagenauer, Doris Ittner, F. Hofmann, M. Stephan, M. Gläser-Zikuda, Annette Lohbeck, A. Bernholt, B. Moschner
{"title":"Zum Zusammenhang zwischen wahrgenommener hochschulischer Lehr-Lernumgebung und Prüfungsangst","authors":"Gerda Hagenauer, Doris Ittner, F. Hofmann, M. Stephan, M. Gläser-Zikuda, Annette Lohbeck, A. Bernholt, B. Moschner","doi":"10.3217/ZFHE-13-01/06","DOIUrl":"https://doi.org/10.3217/ZFHE-13-01/06","url":null,"abstract":"","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"13 1","pages":"105-127"},"PeriodicalIF":0.0,"publicationDate":"2018-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44029126","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}
Pub Date : 2018-02-09DOI: 10.3929/ETHZ-B-000247404
M. Lehner, B. Volk
The comprehensive evaluation and characterisation of quality development in university teaching requires a conceptual approach that defines the data and artefacts of diverse individual and organisational development processes and sets targets for how they should be handled. Although university continuing education programmes are important for the development of teaching skills, the networking of teaching staff is also one decisive factor. However, unlike the acquisition of individual learning competences, the influence of peer learning on the university as a whole is difficult to pinpoint. Charting quality development in university teaching in its full complexity requires agile survey methods that are situationand contextbased and which portray individual and institutional developments and their interconnections. This paper presents and evaluates an approach for combining diverse data developed at ETH Zurich.
{"title":"Agiles Evaluationskonzept zur evidenzorientierten Qualitätsentwicklung in der Hochschullehre","authors":"M. Lehner, B. Volk","doi":"10.3929/ETHZ-B-000247404","DOIUrl":"https://doi.org/10.3929/ETHZ-B-000247404","url":null,"abstract":"The comprehensive evaluation and characterisation of quality development in university teaching requires a conceptual approach that defines the data and artefacts of diverse individual and organisational development processes and sets targets for how they should be handled. Although university continuing education programmes are important for the development of teaching skills, the networking of teaching staff is also one decisive factor. However, unlike the acquisition of individual learning competences, the influence of peer learning on the university as a whole is difficult to pinpoint. Charting quality development in university teaching in its full complexity requires agile survey methods that are situationand contextbased and which portray individual and institutional developments and their interconnections. This paper presents and evaluates an approach for combining diverse data developed at ETH Zurich.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"13 1","pages":"253-273"},"PeriodicalIF":0.0,"publicationDate":"2018-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45672100","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}
{"title":"Cross-disciplinary communication among Ph.D. candidates : how to make it work","authors":"U. Herzog, Alette Winter, Christian Kautz","doi":"10.3217/zfhe-12-02/05","DOIUrl":"https://doi.org/10.3217/zfhe-12-02/05","url":null,"abstract":"","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"12 1","pages":"91-105"},"PeriodicalIF":0.0,"publicationDate":"2017-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42271971","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 empirical study aims to demonstrate how Dispositional Learning Analytics (DLA) can provide a strong connection between Learning Analytics (LA) and pedagogy. Where LA based models typically do well in predicting course performance or student drop-out, they lack actionable data in order to easily connect model predictions with educational interventions. Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analysed the use of worked-out examples by students. Our method is to combine demographic and trace data from learning-management systems with self-reports of several contemporary social-cognitive theories. Students differ not only in the intensity of using worked-out examples but also in how they positioned that usage in their learning cycle. These differences could be described both in terms of differences measured by LA trace variables and by differences in students’ learning dispositions. We conjecture that using learning dispositions with trace data has significant advantages for understanding student’s learning behaviours. Rather than focusing on low user engagement, lessons learned from LA applications should focus on potential causes of suboptimal learning, such as applying ineffective learning strategies.
{"title":"Adding dispositions to create pedagogy-based Learning Analytics","authors":"Dirk T. Tempelaar, B. Rienties, Quan Nguyen","doi":"10.3217/ZFHE-12-01/02","DOIUrl":"https://doi.org/10.3217/ZFHE-12-01/02","url":null,"abstract":"This empirical study aims to demonstrate how Dispositional Learning Analytics (DLA) can provide a strong connection between Learning Analytics (LA) and pedagogy. Where LA based models typically do well in predicting course performance or student drop-out, they lack actionable data in order to easily connect model predictions with educational interventions. Using a showcase based on learning processes of 1080 students in a blended introductory quantitative course, we analysed the use of worked-out examples by students. Our method is to combine demographic and trace data from learning-management systems with self-reports of several contemporary social-cognitive theories. Students differ not only in the intensity of using worked-out examples but also in how they positioned that usage in their learning cycle. These differences could be described both in terms of differences measured by LA trace variables and by differences in students’ learning dispositions. We conjecture that using learning dispositions with trace data has significant advantages for understanding student’s learning behaviours. Rather than focusing on low user engagement, lessons learned from LA applications should focus on potential causes of suboptimal learning, such as applying ineffective learning strategies.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"12 1","pages":"15-35"},"PeriodicalIF":0.0,"publicationDate":"2017-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44284245","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}
Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.
{"title":"Driving Student Motivation in MOOCs through a Conceptual Activity-Motivation Framework","authors":"Mohammad Khalil, Martin Ebner","doi":"10.3217/ZFHE-12-01/06","DOIUrl":"https://doi.org/10.3217/ZFHE-12-01/06","url":null,"abstract":"Massive Open Online Courses (MOOCs) require students’ commitment and engagement to earn the completion, certified or passing status. This study presents a conceptual Learning Analytics Activity-Motivation framework that looks into increasing students’ activity in MOOCs. The proposed framework followed an empirical data analysis from MOOC variables using different case studies. The results of this analysis show that students who are more active within the offered environment are more likely to complete MOOCs. The framework strongly relies on a direct gamified feedback that seeks driving students’ inner motivation of competency.","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"12 1","pages":"101-122"},"PeriodicalIF":0.0,"publicationDate":"2017-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44165577","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 outlines findings from a research project on the reflective processes involved in the creation of online teaching portfolios by doctoral students of an international, graduate university in Europe. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism. Fifteen doctoral students who took part in an academic development programme were interviewed. The semi-structured interviews were analysed qualitatively using a grounded theory approach. Students were found to oscillate between performative and authentic repertoires of reflective work. Their conceptions were also found to reflect notions of academic professionalism, along a spectrum from instrumentalist-performative to reflective-authentic notions. 30.09.2016 | Helga Dorner & Joanna Renc-Roe
{"title":"Doctoral students' conceptions of online teaching portfolios. An exploration of the authenticity and performativity spectrum","authors":"H. Dorner, Joanna Renc-Roe","doi":"10.3217/ZFHE-11-05/02","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/02","url":null,"abstract":"This paper outlines findings from a research project on the reflective processes involved in the creation of online teaching portfolios by doctoral students of an international, graduate university in Europe. The study was conducted to identify conceptions of online teaching portfolios and to explore how these conceptions relate to notions of academic professionalism. Fifteen doctoral students who took part in an academic development programme were interviewed. The semi-structured interviews were analysed qualitatively using a grounded theory approach. Students were found to oscillate between performative and authentic repertoires of reflective work. Their conceptions were also found to reflect notions of academic professionalism, along a spectrum from instrumentalist-performative to reflective-authentic notions. 30.09.2016 | Helga Dorner & Joanna Renc-Roe","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69562756","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}
IkasGura Research Group which is funded by the UPV/EHU (GIU 14/08) and, at the same time is part of the Training and Research Unit “Education, Culture and Society (UFI 11/54).
{"title":"Shaping the identity of novice academics: strategies for support professional development","authors":"Idoia Fernández-Fernández, Clemente Lobato Fraile","doi":"10.3217/ZFHE-11-05/03","DOIUrl":"https://doi.org/10.3217/ZFHE-11-05/03","url":null,"abstract":"IkasGura Research Group which is funded by the UPV/EHU (GIU 14/08) and, at the same time is part of the Training and Research Unit “Education, Culture and Society (UFI 11/54).","PeriodicalId":30058,"journal":{"name":"Zeitschrift fur Hochschulentwicklung","volume":"41 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69562768","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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