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Author(s): Dignath, Charlotte; Ewijk, Reyn van; Perels, Franziska; Fabriz, Sabine
Title: Let learners monitor the learning content and their learning behavior! A meta-analysis on the effectiveness of tools to foster monitoring
In: Educational Psychology Review, 35 (2023) 2, S. 62
DOI: 10.1007/s10648-023-09718-4
URL: https://link.springer.com/article/10.1007/s10648-023-09718-4
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Befragung; Empirische Forschung; Förderung; Fragebogen; Intervention; Kompetenz; Lehramtsstudent; Lernen; Motivation; Online; Orientierung; Selbstregulation; Selbstwirksamkeit; Test; Training; Überzeugung; Video; Wissen
Abstract: Self-monitoring is an integral part of self-regulated learning. Tools that foster learners' monitoring, such as learning journals, portfolios, or rubrics, are supposed to promote self-regulation and to improve performance. The aim of this meta-analysis was to examine the effectiveness of tools designed to foster monitoring on learning-related variables (academic achievement, self-regulated learning, and motivation). As these tools vary greatly in their design and the addressed components, this meta-analysis aims to uncover how such tools should be implemented to foster monitoring most effectively. The results of this meta-analysis, integrating 109 effect sizes with 3492 participants from 32 intervention studies, supported a reactivity effect by revealing a moderate effect size on academic achievement (d = 0.42), and low effects on self-regulated learning (d = 0.19) and motivation (d = 0.17). These effects were moderated by characteristics of the tool and their implementation. Effect sizes were highest for tools that (1) focused on the monitoring of both learning content as well as learning behavior, (2) stimulated metacognitive monitoring, and (3) were implemented in shorter studies. On a descriptive level, higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries and allowed learners to directly revise their work based on this feedback. The findings show that there is substantial variation across tools, which yield theoretical and methodological implications on how to foster monitoring as important parts of the self-regulation cycle. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen
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Author(s): Schindler, Christoph; Butz, Anke
Title: peDOCS - ein Fachrepositorium in der Bildungsforschung mit Kooperationsnetzwerk für Open Access
In: Ertl, Hubert; Rödel, Bodo (Hrsg.): Offene Zusammenhänge: Open Access in der Berufsbildungsforschung, Bonn: Bundesinstitut für Berufsbildung, 2023 (Berichte zur beruflichen Bildung), S. 236-242
URL: https://www.bibb.de/dienst/publikationen/de/18249
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Bildungsforschung; Datenbank; Entwicklung; Erziehungswissenschaft; Fachgesellschaft; Fachinformation; Fachportal Pädagogik; Informations- und Dokumentationsstelle; Konzeption; Kooperation; Langzeitarchivierung; Netzwerk; Nutzung; Online-Publikation; OPEN ACCESS; Strategie; Zugang
Abstract: Dieser Beitrag beschreibt den Aufbau des Kooperationsnetzwerks für Open Access (OA) von peDOCS. Dabei werden neben unterschiedlichen Kooperationsebenen auch unterschiedliche Formen der Kooperation und deren Inhalte näher dargestellt. Abschließend wird ein Ausblick auf zukünftige Entwicklungen gegeben. (DIPF/Orig.)
DIPF-Departments: Informationszentrum Bildung
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Author(s): Flacke, Lea; Beißert, Hanna
Title: Inklusionsentscheidungen deutscher und bildungsinländischer Studierender gegenüber internationalen Studierenden in Deutschland. Die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit
In: Beiträge zur Hochschulforschung, 44 (2022) 2/3, S. 128-142
URL: https://www.bzh.bayern.de/archiv/artikelarchiv/artikeldetail/inklusionsentscheidungen-deutscher-und-bildungsinlaendischer-studierender-gegenueber-internationalen-studierenden-in-deutschland-die-rolle-von-sprachkenntnissen-und-kultureller-aehnlichkeit
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: Aktivität; Ausländischer Student; Auslandsstudium; Befragung; Datenanalyse; Deutscher; Deutschland; Empirische Untersuchung; Entscheidung; Fragebogen; Freizeit; Herkunft; Hochschule; Inklusion; Kultur; Leistung; Mannheim; Online; Peergroup; Soziale Integration; Sprachfertigkeit; Student; Studium; Varianzanalyse
Abstract: In der vorliegenden Studie wurde die Rolle von Sprachkenntnissen und kultureller Ähnlichkeit für Inklusionsentscheidungen von deutschen und bildungsinländischen Studierenden (N = 117, 77 % weiblich, MAlter = 21,69, SD = 2,35, Range 18-28 Jahre) gegenüber internationalen Studierenden untersucht. Dabei wurde auch die Rolle des Kontexts (Leistungssituation vs. Freizeitsituation) betrachtet. Mit Hilfe hypothetischer Szenarien konnte gezeigt werden, dass bei der Entscheidung zwischen einer Person, die kulturell ähnlich ist, aber nur über geringe Deutschkenntnisse verfügt, und einer Person, die zwar über gute Deutschkenntnisse verfügt, aber kulturell unähnlich ist, die Wahl eher auf die kulturell unähnliche Person mit guten Deutschkenntnissen fällt. Dies war insbesondre im Leistungskontext der Fall. Auch in den offenen Begründungen der Inklusionsentscheidungen zeichnet sich die Bedeutung von Sprachkenntnissen ab, ebenfalls besonders im Leistungskontext. (DIPF/Orig.)
DIPF-Departments: Lehr und Lernqualität in Bildungseinrichtungen
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Author(s): Szekely, Lino; Bonefeld, M.; Beißert, Hanna
Title: Teachers' ratings of social exclusion among students. The role of situational information and the ethnic origin of the excluded student based on the example of Syrian refugees
In: Open Psychology, 4 (2022) 1, S. 132-151
DOI: 10.1515/psych-2022-0007
URL: https://www.degruyter.com/document/doi/10.1515/psych-2022-0007/html
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Englisch
Keywords: Bewertung; Deutschland; Ethnische Herkunft; Flüchtling; Information; Intervention; Kind; Lehrer; Online; Schule; Schüler; Situation; Soziale Ausgrenzung; Umfrage
Abstract (english): In the current study, we examined teachers' ratings of social exclusion among students. 120 teachers (Mage=24.00, SD=3.71, 88% female) evaluated a hypothetical exclusion in which the excluded student's origin (German vs. Syrian refugee) was varied as well as whether participants received additional situational information about prior norm-violating behavior of the excluded student or not. Additionally, participants rated how likely they would intervene in the situation. For the evaluation of exclusion and the likelihood of intervention, there was a main effect of additional situational information, revealing that participants evaluated exclusion as less acceptable and were more likely to intervene if there was no additional situational information. Regarding the evaluation of exclusion, there was an interaction of additional situational information and the origin of the excluded student as the effect of additional situational information was bigger if the excluded student was German. For the likelihood of intervention, this interaction was not significant; but descriptively a similar pattern emerged. Results indicate that information about prior norm-violating behavior is more relevant for teachers' reactions to social exclusion than the origin of the excluded student. However, in situations with an understandable reason for exclusion, teachers do include the origin of the excluded student in their consideration. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung
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Author(s): Schindler, Christoph; Butz, Anke
Title: peDOCS - ein Fachrepositorium in der Bildungsforschung mit Kooperationsnetzwerk für Open Access
In: Ertl, Hubert; Rödel, Bodo (Hrsg.): Offene Zusammenhänge: Open Access in der Berufsbildungsforschung, Bonn: Bundesinstitut für Berufsbildung, 2022 (Berichte zur beruflichen Bildung), S. 236-242
URL: https://www.bibb.de/dienst/publikationen/de/18249
Publication Type: 4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language: Deutsch
Keywords: Open Access; Fachportal Pädagogik; Informations- und Dokumentationsstelle; Netzwerk; Datenbank; Kooperation; Bildungsforschung; Online-Publikation; Zugang; Langzeitarchivierung; Nutzung; Fachinformation; Fachgesellschaft; Erziehungswissenschaft
DIPF-Departments: Informationszentrum Bildung
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Editor(s) Botte, Alexander; Libbrecht, Paul; Rittberger, Marc
Title: Learning information literacy across the globe, Frankfurt am Main, May 10th 2019
Published: Frankfurt am Main: DIPF | Leibniz‐Institut für Bildungsforschung und Bildungsinformation, 2021
DOI: 10.25656/01:17670
URN: urn:nbn:de:0111-pedocs-176704
URL: https://www.pedocs.de/frontdoor.php?source_opus=17670
Publication Type: 2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language: Englisch
Keywords: Didaktik; Digitale Medien; Digitalisierung; E-Learning; Informationsgesellschaft; Informationskompetenz; Informationsverhalten; Informationswissenschaft; Kompetenz; Kompetenzerwerb; Konferenzbericht; Künstliche Intelligenz; Lernen; Lernprozess; Medienkompetenz; Mehrsprachigkeit; Online-Kurs; OPEN ACCESS; Open Educational Resources
Abstract (english): The international Conference on Learning Information Literacy across the Globe was held on the 10th of May 2019 at Frankfurt Main, Germany. The Conference was part of the Erasmus+ Project Information Literacy Online (ILO), a European project to improve students' competencies. […] The Conference task was to be a forum for the exchange of research and experience associated with Information Literacy (IL) Learning. […] With different frequency, the following topics are touched by the keynotes and papers: Information literacy as a learning process, including assessment; Digital learning resources for information literacy (e.g. MOOCs, Learning-scenarios, OERs); Comparative studies of courses and curricula with an information literacy lens; Cultural diversity of information literacy; Information literacy in connection with other literacy concepts.
DIPF-Departments: Informationszentrum Bildung
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Author(s): Drachsler, Hendrik; Jansen, Jeroen; Kirschner, Paul A.
Title: Adoption of learning technologies in times of pandemic crisis
In: Journal of Computer Assisted Learning, 37 (2021) 6, S. 1509-1512
DOI: 10.1111/jcal.12626
URL: https://onlinelibrary.wiley.com/doi/10.1111/jcal.12626
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language: Englisch
Keywords: Pandemie; Lernen; Unterricht; Digitalisierung; Online; Lernumgebung; Informationstechnologie
DIPF-Departments: Informationszentrum Bildung
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Author(s): 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
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: 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-Departments: Informationszentrum Bildung
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Author(s): Eichhorn, Michael; Tillmann, Alexander; Drachsler, Hendrik
Title: 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
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language: Deutsch
Keywords: 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-Departments: Informationszentrum Bildung
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Author(s): Schmidt, Andrea; Kramer, Andrea C.; Brose, Annette; Schmiedek, Florian; Neubauer, Andreas B.
Title: Distance learning, parent-child interactions, and affective well-being of parents and children during the COVID-19 pandemic. A diary study
In: Developmental Psychology, 57 (2021) 10, S. 1719-1734
DOI: 10.1037/dev0001232
URL: https://doi.apa.org/fulltext/2022-06056-013.html
Publication Type: 3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language: Englisch
Keywords: Pandemie; Fernunterricht; Hausunterricht; Eltern; Kind; Interaktion; Kind-Eltern-Beziehung; Affekt; Wohlbefinden; Alltag; Belastung; Bewertung; Fragebogen; Online; Stichprobe; Mehrebenenanalyse; Empirische Untersuchung; Deutschland
Abstract: To slow down the spread of the COVID-19 virus, schools around the world were closed in early 2020, transferring children's scholastic activities to the homes and imposing a massive burden on parents and school-age children. Using data of a 21-day diary study conducted between March and April 2020 in Germany, this work examined whether (a) distance learning and (b) parents' involvement therein were associated with negative parent-child interactions and affective well-being of parents and children, over and above the effect of daily stressors. Participants were 562 parents (489 mothers, Mage = 42.79, SDage = 6.12, range = 25-63) most of whom were married (n = 382, 68.0%). They responded to the daily items with respect to the youngest child living in their household (Mage = 9.74, SDage = 2.81, range = 6-19). On days when children were working on school tasks, parents reported more negative parent-child interactions as well as lower parental and child positive affect and higher child negative affect, but not higher parental negative affect. Moreover, days when parents were more heavily involved in learning (i.e., when children worked less independently) were days with more negative parent-child interactions, lower parental and child positive affect, and higher parental and child negative affect. Negative parent-child interactions were linked to lower affective well-being of parents and children, and partially accounted for the relation among daily stressors and affective well-being. The present work highlights the need for measures to better support school-age children and their parents during distance learning. (DIPF/Orig.)
DIPF-Departments: Bildung und Entwicklung