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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
Technischer Bericht der Evaluation des Praxissemesters in Hessen
Mähler, Marius; Staab, René; Kuhn, Corinna
Sammelbandbeitrag
| Aus: Böhnert, Anne; Grölz, Katrin; Hartig, Katja; Klingebiel, Franz; Müller, Andrea; Staab, René (Hrsg.): Das Praxissemester im Lehramtsstudium in Hessen | Münster: Waxmann | 2023
43804 Endnote
Autor*innen:
Mähler, Marius; Staab, René; Kuhn, Corinna
Titel:
Technischer Bericht der Evaluation des Praxissemesters in Hessen
Aus:
Böhnert, Anne; Grölz, Katrin; Hartig, Katja; Klingebiel, Franz; Müller, Andrea; Staab, René (Hrsg.): Das Praxissemester im Lehramtsstudium in Hessen, Münster: Waxmann, 2023 , S. 31-49
URL:
https://www.pedocs.de/volltexte/2023/26207/pdf/Boehnert_et_al_2023_Das_Praxissemester_im_Lehramtsstudium.pdf#page=32
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Datenaufbereitung; Datenerhebung; Datenmanagement; Design; Deutschland; Durchführung; Evaluation; Frankfurt am Main; Hessen; Kassel; Längsschnittuntersuchung; Lehramtsstudiengang; Methode; Praxissemester; Qualitative Forschung; Quantitative Forschung
Abstract:
Der folgende Beitrag beschreibt die Planung, Durchführung und Aufbereitung der qualitativen Neben- bzw. Vorabstudien und der quantitativen Hauptstudie des Evaluationsprojektes. Zu Beginn wird ein kurzer Überblick über die qualitativen Neben- bzw. Vorabstudien an den verschiedenen Standorten gegeben. Im Anschluss wird das Erhebungsdesign und die Erhebungsdurchführung der quantitativen Hauptstudie an den verschiedenen Standorten beschrieben, dabei liegt der Fokus auf den standortspezifischen Erhebungsdurchführungen der unterschiedlichen Befragtengruppen zu den entsprechenden Messzeitpunkten. Abschließend wird der Umgang mit den in der quantitativen Hauptstudie erfassten Daten vorgestellt, dabei werden die modell-, kohorten- und standortspezifischen Herausforderungen, welche sich durch das komplexe Design der Studie ergeben, verdeutlicht. (DIPF/Orig.)
Abstract (english):
The following article describes the planning, implementation and processing of the qualitative side and preliminary studies and the quantitative main study of the evaluation project. At the beginning, a short overview of the qualitative side and preliminary studies at the different locations is given. Subsequently, the survey design and the survey implementation of the quantitative main study at the different locations will be described, focusing on the location-specific survey implementations of the different respondent groups at the corresponding measurement points. Finally, the handling of the data collected in the main quantitative study is presented, highlighting the model-, cohort- and location-specific challenges that arise from the complex studydesign. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Promoting student teachers' well-being. A multi-study approach investigating the longitudinal […]
Hartl, Anna; Holzberger, Doris; Hugo, Julia; Wolf, Kristin; Kunter, Mareike
Zeitschriftenbeitrag
| In: Zeitschrift für Psychologie | 2022
42913 Endnote
Autor*innen:
Hartl, Anna; Holzberger, Doris; Hugo, Julia; Wolf, Kristin; Kunter, Mareike
Titel:
Promoting student teachers' well-being. A multi-study approach investigating the longitudinal relationship between emotional exhaustion, emotional support, and the intentions of dropping out of university
In:
Zeitschrift für Psychologie, 230 (2022) 3, S. 241-252
DOI:
10.1027/2151-2604/a000495
URL:
https://econtent.hogrefe.com/doi/10.1027/2151-2604/a000495
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Burnout-Syndrom; Deutschland; Einflussfaktor; Emotionaler Zustand; Faktorenanalyse; Fragebogenerhebung; Längsschnittuntersuchung; Latente Wachstumskurvenmodelle; Lehramtsstudent; Lehramtsstudium; Lehrerausbildung; Leistungsversagen; Likert-Fragebogen; Motivation; Peergroup; Qualitative Forschung; Quantitative Forschung; Soziale Beziehung; Studienabbruch; Studienbedingungen; Universität; Unterstützung; Veränderung; Wohlbefinden
Abstract:
Student teachers' well-being is particularly important in times of teacher shortage. To prevent student dropout and promote students' well-being, demands and resources within university teacher education need to be identified. Demands like workload or time pressure can lead to emotional exhaustion in the long-term, while resources like emotional support may foster well-being. By conducting a quantitative, longitudinal study on 903 student teachers from German universities, we investigate the relationship between the emotional support of peers (as a resource) and emotional exhaustion (an indicator of well-being). In addition, we conducted a qualitative study to analyze demands as possible reasons for dropout during teacher education. Latent change score models indicate that emotional exhaustion first increases and then slightly decreases over the course of three semesters. Emotional support by peers remains stable over time. The bivariate latent change model suggests that social support is not a predictor of later emotional exhaustion. The qualitative study analyzed three main dropout intentions: performance problems, lack of study motivation, and study conditions. Especially study conditions at university can be adjusted and act as a resource to increase students' well-being. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
Schule und Studium
Daniel, Annabell; Neumann, Marko
Sammelbandbeitrag
| Aus: Hascher, Tina; Idel, Till-Sebastian ; Helsper, Werner (Hrsg.): Handbuch Schulforschung | Wiesbaden: Springer VS | 2022
42881 Endnote
Autor*innen:
Daniel, Annabell; Neumann, Marko
Titel:
Schule und Studium
Aus:
Hascher, Tina; Idel, Till-Sebastian ; Helsper, Werner (Hrsg.): Handbuch Schulforschung, Wiesbaden: Springer VS, 2022 , S. 733-757
DOI:
10.1007/978-3-658-24729-4_73
URL:
https://link.springer.com/chapter/10.1007/978-3-658-24729-4_73
Dokumenttyp:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Sprache:
Deutsch
Schlagwörter:
Abitur; Deutschland; Einflussfaktor; Empirische Forschung; Förderung; Geschlecht; Gymnasiale Oberstufe; Hochschule; Hochschulzulassung; Kognitive Kompetenz; Kompetenzerwerb; Methode; Migrationshintergrund; Motivation; Schule; Schulform; Schulforschung; Soziale Herkunft; Soziale Ungleichheit; Studienanfänger; Studienerfolg; Studienwahl; Studium; Übergang; Wissenschaftspropädeutik
Abstract:
Der Beitrag gibt einen Überblick über ausgewählte Forschungsansätze und Befunde zum Übergang von der Schule ins Studium, der sich von der Vorbereitung in der gymnasialen Oberstufe bis hin zum erfolgreichen Studieneinstieg erstreckt. Dazu wird zunächst die Rolle der Oberstufe für den Erwerb studienrelevanter Fähigkeiten und Kompetenzen erläutert, bevor theoretische Zugänge sowie Befunde zu individuellen und institutionellen Determinanten der Studienentscheidung vorgestellt werden. Anschließend wird für die Studieneingangsphase dargelegt, welche kognitiven und motivationalen Ressourcen, aber auch institutionellen Maßnahmen zum Gelingen des Hochschulübergangs beitragen können. Der Beitrag schließt mit einem Ausblick auf zukünftige Forschungsfragen. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Studienausstieg - und dann? Der Übergang in Ausbildung und Beruf aus Sicht von Arbeitgeberinnen und […]
Neugebauer, Martin; Bröder, Charlotte; Daniel, Annabell
Monographie
| Bielefeld: wbv Media | 2021
42050 Endnote
Autor*innen:
Neugebauer, Martin; Bröder, Charlotte; Daniel, Annabell
Titel:
Studienausstieg - und dann? Der Übergang in Ausbildung und Beruf aus Sicht von Arbeitgeberinnen und Arbeitgebern
Erscheinungsvermerk:
Bielefeld: wbv Media, 2021
DOI:
10.3278/I70179
URL:
https://www.wbv.de/openaccess/themenbereiche/hochschule-und-wissenschaft/shop/detail/name/_/0/1/I70179/facet/I70179///////nb/0/category/1754.html
Dokumenttyp:
1. Monographien (Autorenschaft); Monographie
Sprache:
Deutsch
Schlagwörter:
Studienabbruch; Bewerber; Übergang Studium - Beruf; Arbeitsmarkt; Integration; Arbeitgeber; Stichprobe; Einstellung <Arbeitsrecht>; Bewertung; Befragung; Deutschland
Abstract:
Angesichts steigender Studierendenzahlen und konstant hoher Studienabbruchquoten wächst die Anzahl an Studienaussteiger:innen seit Jahren an. Eine gelungene Arbeitsmarktintegration dieser wachsenden Personengruppe ist aus wirtschafts- und bildungspolitischer Sicht hoch relevant, nicht zuletzt aufgrund des regelmäßig konstatierten Fachkräftemangels. Bislang ist allerdings nur wenig darüber bekannt, bei welchen Unternehmen sich Studienaussteiger:innen bewerben und wie Personalverantwortliche in Unternehmen Studienaussteiger:innen beurteilen. Hier knüpft der vorliegende Beitrag an. Er basiert auf einer Zufallsstichprobe von über 1.000 Unternehmen, die Stellen im kaufmännischen oder im IT-Bereich ausgeschrieben hatten. Die Publikation gliedert sich in zwei Abschnitte und beantwortet folgende übergreifende Fragen: I. Wo bewerben sich Studienaussteiger:innen und wie werden diese Bewerbungen von Unternehmen bewertet? II. In welchen Unternehmen werden Studienaussteiger:innen bereits beschäftigt und welche Erfahrungen haben Unternehmen mit ihnen gemacht? Die Ergebnisse zeigen sowohl Chancen als auch Hemmnisse einer gelingenden Integration von Studienaussteiger:innen in den Ausbildungs- und Arbeitsmarkt auf. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Fostering pre-service teachers' theoretical knowledge application. Studying with and without […]
Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Zeitschriftenbeitrag
| In: Instructional Science | 2021
41506 Endnote
Autor*innen:
Baier, Franziska; Maurer, Christina; Dignath, Charlotte; Kunter, Mareike
Titel:
Fostering pre-service teachers' theoretical knowledge application. Studying with and without text-based cases
In:
Instructional Science, 49 (2021) 6, S. 855-876
DOI:
10.1007/s11251-021-09560-7
URL:
https://link.springer.com/article/10.1007%2Fs11251-021-09560-7
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Lehrerausbildung; Lehramtsstudiengang; Wissenschaftstheorie; Wissensanwendung; Förderung; Fallbeispiel; Lernmethode; Lehramtsstudentin; Empirische Forschung; Evidenz; Quasi-Experiment; Klassenmanagement; Kontrollgruppe; Vergleichsuntersuchung; Deutschland
Abstract:
As knowledge derived from scientific theory can be helpful for teachers to reflect on their everyday teaching, universities have the challenging task of teaching this knowledge in such a way that pre-service teachers are able to apply it to their later teaching. Case-based learning has emerged as a promising method to foster pre-service teachers' scientific knowledge application throughout university teacher education. However, surprisingly, empirical evidence for its effectiveness as compared to more traditional instructional interventions in teacher education is still inconclusive, partly being due to constraints concerning the employed comparison groups. The present quasi-experimental study (conducted in the field of classroom management) investigated the effect of studying exactly the same theoretical content with and without text-based cases on scientific knowledge application (as measured by a vignette test) in a sample of 101 pre-service teachers. Although the study found a small advantage for the case-based learning group, it demonstrated that scientific knowledge application may also be effectively fostered in a more traditional instructional course. The findings and their implications are discussed against the background of cognitive theories on inert knowledge and how to prevent it in teacher education. (DIPF/Orig.)
DIPF-Abteilung:
Lehr und Lernqualität in Bildungseinrichtungen
The role of direct strategy instruction in promoting self-regulated learning - evidence from […]
Dignath, Charlotte; Veenman, Marcel V. J.
Zeitschriftenbeitrag
| In: Educational Psychology Review | 2021
40509 Endnote
Autor*innen:
Dignath, Charlotte; Veenman, Marcel V. J.
Titel:
The role of direct strategy instruction in promoting self-regulated learning - evidence from classroom observation studies
In:
Educational Psychology Review, 33 (2021) 2, S. 489-533
DOI:
10.1007/s10648-020-09534-0
URL:
https://link.springer.com/article/10.1007/s10648-020-09534-0
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Selbstgesteuertes Lernen; Lehrer; Lernumgebung; Unterricht; Lernstrategie; Schüler; Förderung; Unterrichtsbeobachtung; Studien; Publikation; Analyse
Abstract (english):
Despite the consensus about the importance of self-regulated learning for academic as well as for lifelong learning, it is still poorly understood as to how teachers can most effectively support their students in enacting self-regulated learning. This article provides a framework about how self-regulated learning can be activated directly through strategy instruction and indirectly by creating a learning environment that allows students to regulate their learning. In examining teachers' instructional attempts for SRL, we systematically review the literature on classroom observation studies that have assessed how teachers support their students' SRL. The results of the 17 retrieved studies show that in most classrooms, only little direct strategy instruction took place. Nevertheless, some teachers provided their students with learning environments that require and thus foster self-regulated learning indirectly. Based on a review of classroom observation studies, this article stresses the significance of (1) instructing SRL strategies explicitly so that students develop metacognitive knowledge and skills to integrate the application of these strategies successfully into their learning process, and (2) the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view of the effectiveness of teacher approaches to support SRL. Finally, we discuss ten cornerstones for future directions for research about supporting SRL.
DIPF-Abteilung:
Bildungsqualität und Evaluation
Dimensional comparison effects on (gendered) educational choices
Jansen, Malte; Becker, Michael; Neumann, Marko
Zeitschriftenbeitrag
| In: Journal of Educational Psychology | 2021
40547 Endnote
Autor*innen:
Jansen, Malte; Becker, Michael; Neumann, Marko
Titel:
Dimensional comparison effects on (gendered) educational choices
In:
Journal of Educational Psychology, 113 (2021) 2, S. 330-350
DOI:
10.25656/01:22045
URN:
urn:nbn:de:0111-pedocs-220459
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-220459
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Gymnasium; Mathematikunterricht; Naturwissenschaftlicher Unterricht; Sekundarstufe II; Leistungskurs; Schüler; Erwartung; Wahlpflichtfach; Interesse; Selbstkonzept; Motiv <Psy>; Wirkung; Bildungserfolg; Bildungsaspiration; Studienwahl; Prognose; Geschlechtsspezifischer Unterschied; Vergleich; Längsschnittuntersuchung; Berlin; Deutschland;
Abstract:
Expectancy-value theory (EVT) proposes that students' appraisals of success expectancy and task value are the main drivers of their study and career choices. Dimensional comparison theory proposes that these beliefs are themselves affected by students comparing their ability across different domains. However, only a few studies have aimed to integrate these approaches and clarify the role of dimensional comparisons within EVT. Using longitudinal data, we aimed to fill this gap by studying within- and cross-domain effects of achievement (grades and test scores), academic self-concept (as a surrogate for expectancy beliefs), and values on German adolescents' (N = 519) high school course choices and their intentions to major in a STEM subject at university. We show that (a) self-concepts predicted course choices, whereas values predicted STEM study intentions; (b) dimensional comparison patterns (positive within-domain and negative across-domain relations) were present; (c) gender differences in course choices were mediated by differences in achievement, self-concept, and value; and (d) there was an incremental gender effect on STEM study intentions above and beyond achievement, self-concept, value, and previous course choices. Furthermore, overall, a model incorporating cross-domain paths representing dimensional comparisons fit the data better than a model without these paths. We conclude that direct and indirect dimensional comparison effects contribute to predicting choices of high school courses and university majors and to understanding gender differences in these choices. We recommend that studies in the EVT framework include cross-domain effects. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
What matters when? Social and dimensional comparisons in the context of university major choice
Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J.
Zeitschriftenbeitrag
| In: AERA Open | 2021
42044 Endnote
Autor*innen:
Keyserlingk, Luise von; Dicke, Anna-Lena; Becker, Michael; Eccles, Jacquelynne J.
Titel:
What matters when? Social and dimensional comparisons in the context of university major choice
In:
AERA Open, 7 (2021)
DOI:
10.1177/23328584211020711
URN:
urn:nbn:de:0111-pedocs-251726
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-251726
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Schüler; Student; Studienfach; Fächerwahl; Leistung; Vergleich; Standard; Fähigkeit; Selbstkonzept; Mathematik; Deutsch; Sekundarbereich; Schuljahr 12; Universität; Längsschnittuntersuchung; Leistungstest; Messung; Befragung; Datenanalyse; Strukturgleichungsmodell; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract:
Students compare their achievement to different standards in order to evaluate their ability. We built on the theoretical frameworks of situated expectancy-value theory, dimensional comparison theory, and the big-fish-little-pond effect literature to examine the role of social and dimensional comparisons for ability self-concept and subjective task value (STV) in secondary school and university major choice. We used two German longitudinal data sets from different cohorts with data collection in 12th grade and 2 years after high school graduation (Study 1: N = 2,207, Study 2: N = 1,710). Dimensional and social comparisons predicted students' self-concept and domain-specific STV in school: Individual achievement was positively related to ability self-concept and STV in the corresponding domain and negatively related in the noncorresponding domain. School-level mean achievement was negatively related to ability self-concept and STV in the corresponding domain. Dimensional comparisons were directly related to university major choice, social comparisons were only indirectly related. (DIPF/Orig.)
DIPF-Abteilung:
Struktur und Steuerung des Bildungswesens
Deadlines don't prevent cramming. Course instruction and individual differences predict learning […]
Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete
Zeitschriftenbeitrag
| In: Learning and Individual Differences | 2021
41287 Endnote
Autor*innen:
Theobald, Maria; Bellhäuser, Henrik; Imhof, Margarete
Titel:
Deadlines don't prevent cramming. Course instruction and individual differences predict learning strategy use and exam performance
In:
Learning and Individual Differences, 87 (2021) , S. 101994
DOI:
10.1016/j.lindif.2021.101994
URL:
https://www.sciencedirect.com/science/article/abs/pii/S1041608021000315?via%3Dihub
Dokumenttyp:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Sprache:
Englisch
Schlagwörter:
Hochschulunterricht; Arbeitsanleitung; Student; Lernmethode; Individueller Unterschied; Studienleistung; Logdatei; Analyse; Quasi-Experiment; Deutschland
Abstract:
The goal of the present study was to investigate how course instruction and individual differences in general academic competences and conscientiousness relate to students' learning strategy use and exam performance. The sample comprised two cohorts of university students who attended a lecture on the same topic, but with varying course instruction: In the blended course (N = 238), the teacher applied deadlines for self-testing and offered regular in-class meetings to encourage distributed practice over the semester. In the online course, students studied independently without regular meetings, nor deadlines (N = 200). Learning strategies were measured objectively using behavioral log-file data. Students in the blended course used fewer self-tests than online students which was associated with poor exam performance. Academic competences (high school GPA) positively predicted exam performance via more distributed practice and self-testing. Conscientiousness was related to more distributed practice which was associated with better exam performance. Results revealed that (voluntary) in-class meeting and deadlines did not prevent cramming. Especially less conscientious students with lower general academic competences need further support in applying efficient learning strategies. (DIPF/Orig.)
DIPF-Abteilung:
Bildung und Entwicklung
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