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Digital studying in times of COVID-19. Teacher- and student-related aspects of learning success in […]
Engel, Ole; Zimmer, Lena; Lörz, Markus; Mayweg-Paus, Elisabeth
Zeitschriftenbeitrag
| In: International Journal of Educational Technology in Higher Education | 2023
43522 Endnote
Autor*innen:
Engel, Ole; Zimmer, Lena; Lörz, Markus; Mayweg-Paus, Elisabeth
Titel:
Digital studying in times of COVID-19. Teacher- and student-related aspects of learning success in german higher education
In:
International Journal of Educational Technology in Higher Education, (2023) , S. 20:12
DOI:
10.1186/s41239-023-00382-w
URL:
https://educationaltechnologyjournal.springeropen.com/articles/10.1186/s41239-023-00382-w
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Befragung; Deutschland; Digitale Medien; Einflussfaktor; Fernunterricht; Hochschulbildung; Hochschullehre; Hochschullehrer; Hochschulmanagement; Kommunikation; Lernbedingungen; Lerngemeinschaft; Lerngruppe; Lernplattform; Medienausstattung; Medieneinsatz; Medienkompetenz; Pandemie; Regressionsanalyse; Selbstgesteuertes lernen; Soziale Interaktion; Student; Studienerfolg; Studium; Universität; Wahrnehmung; Wirkung; Zufriedenheit
Abstract (english):
In the wake of COVID-19, study conditions in Europe have changed dramatically. To limit contact between students and teachers, since March 2020 teaching has largely taken place digitally (remotely via digital means) and in private. Because the success of digital learning likely relies on many factors beyond good digital infrastructure condi tions, this article focuses on which aspects, at both the teacher and the student levels, promote digital learning success. The large-scale student survey "Studying in Times of the Corona Pandemic" conducted at German universities and universities of applied sciences in the summer semester of 2020 ofers data on how COVID-19 has afected several aspects of university studying in Germany. Here, we consider this data within the theoretical framework "theory of transactional distance" introduced by Moore (in: Moore (ed) Handbook of distance education, Routledge, 2018), according to which the success of digital teaching is infuenced by dialogue, structure, and learner autonomy. Based on various regression analyses, our results show that several (digital) framework conditions must be created on both the teacher and student levels to achieve suf fcient digital learning success. In this sense, our fndings provide guidance on which aspects institutions of higher education should focus on when developing or updating their digitalization strategies. In accordance with collaborative learning approaches a key factor for learning success appears to be enabling peer-to-peer interactions. This fnding supports our prediction that the possibility of engaging in interactive learning activities is crucial for students' learning experience, as it might reduce the percep tion of transactional distance and allow for social exchange. The strongest predictor of students' learning success turned out to be the (perceived) digital competencies of the teachers. This fnding clearly emphasizes that teachers must be qualifed to address the very specifc challenges of teaching in digital contexts and indicates that universities may need to implement more teacher qualifcation programs. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Fostering dispositions and engaging computing educators
Sabin, Mihaela; Kiesler, Natalie; Kumar, Amruth; MacKellar, Bonnie; McCauley, Renee; Raj, Rajendra; […]
Sammelbandbeitrag
| Aus: Doyle, Maureen; Stephenson, Ben; Dorn, Brian; Soh, Leen-Kiat; Battestilli, Lina; Stephens-Martinez, Kristin; Yazdansepas, Delaram (Hrsg.): Proceedings of the 54th ACM Technical Symposium on Computer Science Education (SIGCSE 2023), March 15-18, 2023, Toronto, Canada | New York: Association for Computing Machinery | 2023
43561 Endnote
Autor*innen:
Sabin, Mihaela; Kiesler, Natalie; Kumar, Amruth; MacKellar, Bonnie; McCauley, Renee; Raj, Rajendra; Impagliazzo, John
Titel:
Fostering dispositions and engaging computing educators
Aus:
Doyle, Maureen; Stephenson, Ben; Dorn, Brian; Soh, Leen-Kiat; Battestilli, Lina; Stephens-Martinez, Kristin; Yazdansepas, Delaram (Hrsg.): Proceedings of the 54th ACM Technical Symposium on Computer Science Education (SIGCSE 2023), March 15-18, 2023, Toronto, Canada, New York: Association for Computing Machinery, 2023 , S. 1216-1217
DOI:
10.1145/3545947.3569592
URL:
https://dl.acm.org/doi/10.1145/3545947.3569592
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Disposition; Förderung; Hochschullehre; Hochschulunterricht; Informatik; Persönlichkeitsmerkmal; Student; Verhalten
Abstract (english):
Dispositions are cultivable behaviors desirable in the workplace. Examples of dispositions are being adaptable, meticulous, and self-directed. The eleven dispositions described in the CC2020 report should not be confused with the professional knowledge of computing topics, or with skills, including technical skills, along with cross-disciplinary skills such as critical thinking, problem-solving, teamwork, or communication. Dispositions, more inherent to human characteristics, identify personal qualities and behavioral patterns important for successful professional careers. The leaders of this special session collaborate on a multi-institutional project funded by the National Science Foundation. Using their experiences at four higher education institutions, they will demonstrate how to foster dispositions among computing students through two hands-on activities. The audience will get first-hand experience using reflection exercises and vignettes, and will participate in debating their design, merits, and limitations. The resulting interaction will provide the audience ample time to discuss the benefits and challenges of incorporating and fostering dispositions in computing programs. It is hoped that participants will leave with concrete ideas on how to extend the current work to their own courses, programs, and institutions. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Barrierefrei studieren? Linktipps des Deutschen Bildungsservers
Tilgner, Renate; Massar, Tamara; Schulte, Gwendolyn
Sammelbandbeitrag
| Aus: Voß-Nakkour, Sarah; Rustemeier, Linda; Möhring, Monika Maria; Deitmer, Andreas; Grimminger, Sanja (Hrsg.): Digitale Barrierefreiheit in der Bildung weiterdenken.: Innovative Impulse aus Praxis, Technik und Didaktik | Frankfurt am Main: Universitätsbibliothek Johann Christian Senckenberg | 2023
43541 Endnote
Autor*innen:
Tilgner, Renate; Massar, Tamara; Schulte, Gwendolyn
Titel:
Barrierefrei studieren? Linktipps des Deutschen Bildungsservers
Aus:
Voß-Nakkour, Sarah; Rustemeier, Linda; Möhring, Monika Maria; Deitmer, Andreas; Grimminger, Sanja (Hrsg.): Digitale Barrierefreiheit in der Bildung weiterdenken.: Innovative Impulse aus Praxis, Technik und Didaktik, Frankfurt am Main: Universitätsbibliothek Johann Christian Senckenberg, 2023 , S. 282-288
URL:
https://publikationen.ub.uni-frankfurt.de/opus4/frontdoor/deliver/index/docId/62773/file/Sammelband_Digitale_Barrierefreiheit.pdf#page=282
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Deutsch
Schlagwörter:
Barrierefreiheit; Behinderung; Digitalisierung; E-Learning; Hochschule; Hochschullehre; Inklusion; Rahmenrichtlinien; Rechtsgrundlage; Studium; Tool
Abstract:
Die Hochschulen sind rechtlich dazu verpflichtet, Studierende mit Behinderung nicht zu benachteiligen, wobei insbesondere Prüfungen für Studierenden eine hohe Relevanz haben. Vor allem bei digitalen Prüfungen ist es sinnvoll, diese proaktiv von vornherein barrierefrei zu gestalten und nicht nur im Nachhinein - im Rahmen des Nachteilsausgleichs - individuell anzupassen. Bei digitalen Prüfungen steigt die Bedeutung einer barrierefreien technischen und formalen Gestaltung. Zudem ist dies auch für Präsenzprüfungen relevant, da hier die Möglichkeit besteht, papierbasierte Prüfungen in digitaler Form barrierefrei anzubieten. Zusätzlich können didaktische und organisatorische Aspekte die Barrierefreiheit erhöhen. (DIPF/Autor)
DIPF-Abteilung:
Informationszentrum Bildung
From theoretical debates to lived experiences. Autoethnographic insights into open educational […]
Fahrer, Sigrid; Heck, Tamara; Röwert, Ronny; Truan, Naomi
Zeitschriftenbeitrag
| In: Research Ideas and Outcomes | 2022
43620 Endnote
Autor*innen:
Fahrer, Sigrid; Heck, Tamara; Röwert, Ronny; Truan, Naomi
Titel:
From theoretical debates to lived experiences. Autoethnographic insights into open educational practices in German higher education
In:
Research Ideas and Outcomes, 8 (2022) , S. e86663
DOI:
10.3897/rio.8.e86663
URL:
https://riojournal.com/article/86663/
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Empirische Forschung; Erfahrung; Ethnografie; Hochschullehre; Konzeption; Lehr-Lern-Prozess; Literaturbericht; OPEN ACCESS; Open Education; Open Educational Resources; Reflexion <Phil>
Abstract:
The Open Science Fellow Program built a community where researchers learned how to work openly. Within this environment, questions emerged on what it means to teach openly, i.e. which practices represent open learning and teaching and which examples can be shared amongst colleagues and peers? Different concepts of open educational practices (OEP) aim at giving answers to open learning and teaching. At the same time, OEP still lack a common definition and many discussions on the topic only give minimal or implicit guidance to concrete approaches of being open -despite the creation and sharing of open educational resources. Investigating how we as practitioners implement concepts of OEP in the classroom was the starting point for the autoethnographic study we describe in this paper. We conducted a literature review to map explicit concepts of OEP, we reflected those concepts regarding the adaptation in our own teaching and our experiences with OER-based and other open teaching concepts. We discuss four research papers and our respective position as practitioners in higher education in Germany. We reflect on the current state of ideas of OEP and their practical adaptation and implementation in learning and teaching scenarios. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Facilitation of information literacy through a multilingual MOOC considering cultural aspects
Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; […]
Zeitschriftenbeitrag
| In: Journal of Documentation | 2021
40969 Endnote
Autor*innen:
Dreisiebner, Stefan; Polzer, Anna Katharina; Robinson, Lyn; Libbrecht, Paul; Boté-Vericad, Juan-José; Urbano, Cristóbal; Mandl, Thomas; Vilar, Polona; Žumer, Maja; Pehar, Franjo; Stričević, Ivanka
Titel:
Facilitation of information literacy through a multilingual MOOC considering cultural aspects
In:
Journal of Documentation, 77 (2021) 3, S. 777-797
DOI:
10.1108/JD-06-2020-0099
URL:
https://www.emerald.com/insight/content/doi/10.1108/JD-06-2020-0099/full/html
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Deutschland; Großbritannien; Kroatien; Spanien; Katalonien; Slovenien; Österreich; Informationskompetenz; MOOC <Massive Open Online Course>; Mehrsprachigkeit; Übersetzung; Interkulturelle Differenz; Student; Wissenserwerb; Einstellung <Psy>; Hochschullehrer; Bewertung; Evaluation; Deutsch; Englisch; Katalanisch; Kroatisch; Slovenisch; Spanisch
Abstract:
Purpose: The purpose of this paper is to demonstrate the rationale, technical framework, content creation workflow and evaluation for a multilingual massive open online course (MOOC) to facilitate information literacy (IL) considering cultural aspects. Design/methodology/approach: A good practice analysis built the basis for the technical and content framework. The evaluation approach consisted of three phases: first, the students were asked to fill out a short self-assessment questionnaire and a shortened adapted version of a standardized IL test. Second, they completed the full version of the IL MOOC. Third, they were asked to fill out the full version of a standardized IL test and a user experience questionnaire. Findings: The results show that first the designed workflow was suitable in practice and led to the implementation of a full-grown MOOC. Second, the implementation itself provides implications for future projects developing multilingual educational resources. Third, the evaluation results show that participants achieved significantly higher results in a standardized IL test after attending the MOOC as mandatory coursework. Variations between the different student groups in the participating countries were observed. Fourth, self-motivation to complete the MOOC showed to be a challenge for students asked to attend the MOOC as nonmandatory out-of-classroom task. It seems that multilingual facilitation alone is not sufficient to increase active MOOC participation. Originality/value: This paper presents an innovative approach of developing multilingual IL teaching resources and is one of the first works to evaluate the impact of an IL MOOC on learners' experience and learning outcomes in an international evaluation study. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Der Einfluss von Lehr-Einstellungen und digitalen Kompetenzen auf die virtuelle Lehre
Eichhorn, Michael; Tillmann, Alexander; Drachsler, Hendrik
Zeitschriftenbeitrag
| In: Zeitschrift für Hochschulentwicklung | 2021
42373 Endnote
Autor*innen:
Eichhorn, Michael; Tillmann, Alexander; Drachsler, Hendrik
Titel:
Der Einfluss von Lehr-Einstellungen und digitalen Kompetenzen auf die virtuelle Lehre
In:
Zeitschrift für Hochschulentwicklung, 16 (2021) 3, S. 119-138
DOI:
10.3217/zfhe-16-03/07
URL:
https://zfhe.at/index.php/zfhe/article/view/1552
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Befragung; Deutschland; Didaktischer Ansatz; Digitale Medien; Einflussfaktor; Einstellung <Psy>; Fragebogen; Hochschullehre; Hochschullehrer; Hochschullehrerin; Kompetenz; Online; Unterrichtsgestaltung; Virtuelle Lehre
Abstract:
Die Gestaltung und Durchführung virtueller Lehrveranstaltungen wird durch unter schiedliche Lehransätze der Hochschullehrenden sowie durch deren individuellen Kompetenzstand auf dem Feld digitaler (Lehr-)Kompetenzen beeinflusst. Der Bei trag stellt empirische Ergebnisse einer Studie vor, die zeigen, dass insbesondere ein studierendenzentrierter Lehransatz bei Gestaltung virtueller Lehre vorteilhaft ist und der Aufbau digitaler Kompetenzen einen Schlüssel für die gelingende Im plementierung digitaler Bildungsformate darstellt. Abschließend werden mögliche Folgerungen für mediendidaktische Qualifizierungsansätze diskutiert. (DIPF/Orig.)
Abstract (english):
The design and implementation of virtual courses are influenced by different teaching by different teaching approaches of university lecturers and by their individual level of competence in the field of digital (teaching) skills. This empirical results of a study, which show that in particular, a student-centred a student-centred approach to virtual teaching is particularly advantageous and that the development of digital competencies is a key to the successful implementation of digital education formats. Implementation of digital educational formats. Finally, possible conclusions for media didactic qualification approaches are discussed. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Open practices of early career researchers. A qualitative study on research and teaching behavior
Heck, Tamara; Blümel, Ina
Sammelbandbeitrag
| Aus: Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021
41291 Endnote
Autor*innen:
Heck, Tamara; Blümel, Ina
Titel:
Open practices of early career researchers. A qualitative study on research and teaching behavior
Aus:
Wolff, Christian; Schmidt, Thomas (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 115-124
DOI:
10.5283/epub.44941
URN:
urn:nbn:de:bvb:355-epub-449411
URL:
https://epub.uni-regensburg.de/44941/
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Englisch
Schlagwörter:
Open Science; Wissenschaftlicher Nachwuchs; Bildungsforschung; Promotion; Forschung; Hochschullehre; Workshop; Tagebuch; Motivation; Erfahrung; Open Access; Open Educational Resources; Qualitative Forschung; Interview; Deutschland
Abstract (english):
Many researchers have a positive attitude towards open science and are motivated to apply them. However, applying them requires a change in one's daily practices. Different factors might challenge a behavioral change. The introduced study wants to get deeper insights into the reasons and influences that lead early career researchers to apply open practices in their daily research and teaching work. The participatory design let ten participants choose open practices they wanted to learn and adapt in either research or teaching scenarios. The study accompanied them and collected their positive and challenging experiences via diverse methods like interviews, diary entries and workshops. This paper introduces the study design and preliminary results. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Potenziale von Open Educational Resources in der Informationswissenschaft?
Kullmann, Sylvia; Hiebl, Johannes; Heck, Tamara; Rittberger, Marc
Sammelbandbeitrag
| Aus: Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021 | Glückstadt: Hülsbusch | 2021
41418 Endnote
Autor*innen:
Kullmann, Sylvia; Hiebl, Johannes; Heck, Tamara; Rittberger, Marc
Titel:
Potenziale von Open Educational Resources in der Informationswissenschaft?
Aus:
Schmidt, Thomas; Wolff, Christian (Hrsg.): Information between data and knowledge: Information science and its neighbors from data science to digital humanities, proceedings of the 16th International Symposium of Information Science (ISI 2021), Regensburg, Germany, 8th-10th March 2021, Glückstadt: Hülsbusch, 2021 (Schriften zur Informationswissenschaft, 74), S. 397-404
DOI:
10.5283/epub.44956
URN:
urn:nbn:de:bvb:355-epub-449565
URL:
https://epub.uni-regensburg.de/44956/
Dokumenttyp:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Sprache:
Deutsch
Schlagwörter:
Open Educational Ressources; Informationswissenschaft; Hochschullehre; Hochschullehrer; Lehrmaterial; Lernmaterial; Mixed Methods; Qualitative Forschung; Quantitative Forschung; Expertenbefragung; Interview; Inhaltsanalyse; Umfrage
Abstract:
Open Educational Resources (OER) werden durch ihre offene Lizenzierung und den damit verbundenen Möglichkeiten zur Nachnutzung Potenziale zur Verbes-serung von Lern-/Lehrsituationen zugeschrieben. In unserer Mixed-Methods-Studie erheben wir die Einschätzung zum Nutzen von OER für die Lehrpraxis von Lehrenden der deutschsprachigen Informationswissenschaft. Außerdem fragen wir nach Umsetzungsmöglichkeiten eines gemeinsamen OER-Pools und den Einstellungen zu gemeinschaftlichen Erstellungsprozessen von Lern-/Lehr-material. Im folgenden Posterbeitrag werden erste Ergebnisse einer qualitativen Befragung ausgewählter Lehrender vorgestellt, die Basis für eine darauf aufbau-ende quantitative Befragung unter Lehrenden der deutschsprachigen Informa-tionswissenschaft ist. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Open science practices in higher education. Discussion of survey results from research and teaching […]
Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Zeitschriftenbeitrag
| In: Education for Information | 2020
39841 Endnote
Autor*innen:
Heck, Tamara; Peters, Isabella; Mazarakis, Athanasios; Scherp, Ansgar; Blümel, Ina
Titel:
Open science practices in higher education. Discussion of survey results from research and teaching staff in Germany
In:
Education for Information, 36 (2020) 3, S. 301-323
DOI:
10.3233/EFI-190272
URN:
urn:nbn:de:0111-dipfdocs-190330
URL:
http://www.dipfdocs.de/volltexte/2020/19033/pdf/Heck_2020_Open_Science_in_Higher_Education_Preprint_A.pdf
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Englisch
Schlagwörter:
Open Science; Open Educational Resources; Hochschullehre; Hochschullehrer; Offenes Lernen; Praxis; Befragung; Online; Empirische Untersuchung; Empfehlung; Deutschland
Abstract (english):
Aspects of open science and scholarly practices are often discussed with a focus on research and research dissemination processes. There is currently less discussion on open science and its influence on learning and teaching in higher education, and reversely. This paper discusses open science in relation to educational practices and resources and reports on a study to investigate current educational practices from the perspective of open science. We argue that offering students opportunities via open educational practices raises their awareness of future open science goals and teaches them the skills needed to reach those goals. We present online survey results from 210 participants with teaching responsibility at higher education institutions in Germany. While some of them try to establish more open learning and teaching settings, the majority applies rather traditional ways of learning and teaching. 60 % do not use open educational resources - many have not even heard of them - nor do they make their courses open for an online audience. Participants' priority lies in resource accuracy and quality and we still see a gap between the benefit of open practices and their practicability and applicability. The paper contributes to the general discussion of open practices in higher education by looking at open science practices and their adaptation into the learning and teaching environment. It formulates recommendations for improvements of open practice support and infrastructure. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
Interpretieren im Kontext virtueller Forschungsumgebungen - zu den Potentialen und Grenzen einer […]
Kminek, Helge; Meier, Michael; Schindler, Christoph; Hocker, Julian; Veja, Cornelia
Zeitschriftenbeitrag
| In: Zeitschrift für qualitative Forschung | 2020
40949 Endnote
Autor*innen:
Kminek, Helge; Meier, Michael; Schindler, Christoph; Hocker, Julian; Veja, Cornelia
Titel:
Interpretieren im Kontext virtueller Forschungsumgebungen - zu den Potentialen und Grenzen einer virtuellen Forschungsumgebung und ihres Einsatzes in der akademischen Lehre
In:
Zeitschrift für qualitative Forschung, 21 (2020) 2, S. 185-198
DOI:
10.3224/zqf.v21i2.03
URL:
https://www.budrich-journals.de/index.php/zqf/article/view/36570
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Sprache:
Deutsch
Schlagwörter:
Hermeneutik; Objektivität; Methode; Forschungsprozess; Digitalisierung; Computerunterstütztes Verfahren; Datenanalyse; Interpretation; Tool; Softwaretechnologie; Erziehungswissenschaft; Hochschullehre; Methodologie; Kasuistik
Abstract:
In dem Beitrag wird eine für die Methode der Objektiven Hermeneutik entwickelte virtuelle Forschungsumgebung vorgestellt. Mit Blick auf die Forschungsbefunde zum Einsatz von Objektiver Hermeneutik in der akademischen Lehre werden Voraussetzungen und Potentiale für die Einsatzmöglichkeiten einer virtuellen Forschungsumgebung diskutiert. Dies erfolgt unter anderem am Beispiel eines Lehrforschungsseminars, dessen erste Ergebnisse die These stützen, dass die hier vorgestellte virtuelle Forschungsumgebung eine sinnvolle Ergänzung der universitären Methodenlehre darstellen kann. (DIPF/Orig.)
Abstract (english):
The article presents the virtual research environment developed for the method of Objective Hermeneutics. With regard to the research findings on the use of objective hermeneutics in academic teaching, the requirements and potential for the possible uses of a virtual research environment are discussed. The discussion is based, among other things, on the example of a teaching research seminar, the initial results of which support the thesis that the virtual research environment presented here can be a useful supplement to university methodology, especially for Objective Hermeneutics. (DIPF/Orig.)
DIPF-Abteilung:
Informationszentrum Bildung
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