Options
Fostering Learning Competencies in Higher Education
Type
dissertation project
Start Date
01 November 2004
End Date
14 November 2008
Status
completed
Keywords
Motivation
Self-Organization
New Technologies
Learning Competencies
Instruction
Higher Education
Case Study Research
Qualitative Research
Description
Active, lifelong learning has recently become a "buzz word," referring to highly motivated learners, who are self-regulated, and are able to participate actively in a learning community utilizing new technologies. Facing the current research landscape it is clear that the development of innovative pedagogies facilitating active learning lags behind the progression of new technologies.
Based on an interdisciplinary literature review a theoretical framework has been developed, which serves - together with the initial research question - as a starting point and point of reference for the research process. Moreover, the study involves empirical research based upon three ethnographic case studies conducted at universities in Germany, Switzerland, and the United States.
Based on an interdisciplinary literature review a theoretical framework has been developed, which serves - together with the initial research question - as a starting point and point of reference for the research process. Moreover, the study involves empirical research based upon three ethnographic case studies conducted at universities in Germany, Switzerland, and the United States.
Leader contributor(s)
Partner(s)
Institute of Economic Education (IÖB), Carl von Ossietzky University Oldenburg (Germany)
Stanford University School of Education und Stanford Center for Innovations in Learning, Stanford University (U.S.)
Institute for Business Education and Educational Management, and Institute for Labor Economics and Labor Law, Social Sciences Department, University of St. Gallen (Switzerland)
Funder(s)
Topic(s)
Higher Education
Learning Competencies
Teaching
Method(s)
Qualitative and Quantitative Research
Grounded Theory
Atlas.ti
Participant Observation
Online Questionnaires
Interviews
Video Analysis
Notes
The empirical research part will be based upon three ethnographic case studies conducted at universities in Germany, Switzerland, and the United States. The first case study was conducted at the Institute of Economic Education, Carl von Ossietzky University in Germany in 2005. Due to a fellowship, I received from the Swiss National Science Foundation, I was able to conduct the second case study during my one-year stay as a visiting scholar at the Stanford University School of Education, U.S. A third case study was conducted at the University of St. Gallen, Switzerland in 2007.
Range
HSG Internal
Range (De)
HSG Intern
Division(s)
Eprints ID
21807
15 results
Now showing
1 - 10 of 15
-
PublicationType: newspaper articleJournal: learner.de - unabhängiges Nachrichtenportal für eLearning und elektronische Medien in der Bildung (Online at http://www.learner.de)Issue: 1680-11.05.2006
-
PublicationLearning in Activity via New Media Challenges Higher Education(Association for the Advancement of Computing in Education (AACE, 2006-06-28)
;Pearson, E.Bohman, P.Active, lifelong learning has advanced to a “buzz word,” requiring highly motivated learners who are able to learn in a self-regulated manner, and to actively engage within a learning community utilizing new media. Facing this challenge, the paper focuses on the pedagogic dimension regarding both the learning process as well as the methodical and didactic creation of the social and cultural learning environment in the field of teacher education in the university context. As a consequence, a pedagogical framework will be outlined which serves together with the initial research question/subquestions - as a starting point and a point of reference. In order to develop an applicable pedagogical concept empirical exploration will be based upon three best-practice case studies in Germany, Switzerland, and the U.S. The paper outlines some preliminary findings of the first case study conducted in the field of teacher education in Germany in 2005.Type: conference paper -
-
PublicationType: journal articleJournal: Zeitschrift für Hochschulentwicklung. Best-Practice Beispiele und Evaluationsergebnisse - Band III: Didaktik und Prüfungen (Online at http://www.zfhe.at)Volume: 6Issue: 1
-
PublicationLearning in Activity in Higher Education( 2006-12-01)Recent research in the science of learning emphasize the importance of active, lifelong learning that requires students to be active inventors, rather than passive recipients, of knowledge. Therefore, "Learning in Activity" refers to students who are able to be self-directed and to actively engage in a learning community utilizing new technologies. In this paper and presentation at the ICCE 2006, I show the pedagogical framework of the study, the research design, and first results of the exploration of educational practice based upon three ethnograpic case studies in Germany, U.S., and SwitzerlandType: conference paper
-
PublicationTeaching and Learning in Wallenberg Hall's Experimental Classrooms(Stanford Center for Innovations in Learning (SCIL). Online at http://wallenberg.stanford.edu/teachresources/findings/findings/HoidnGilbert_WhitePaper.pdf, 2006)Gilbert, DanIn the age of telecommunications and multimedia, university teaching and learning occurs more and more in technology-enhanced environments. Scanning the current research landscape it is clear that the development of innovative pedagogies lags behind the progression of new technologies. In this context, the authors investigate educational practices by analyzing two classes of a videotaped course conducted in one of the high performance classrooms at Stanford University to explore new ways of teaching and learning utilizing state-of-the-art technology. The study shows how technology-enhanced learning environments can be utilized to facilitate learning in activity. Moreover, implications for the implementation and application of innovative technology-enhanced pedagogies in higher education will be outlined. A project description as well as major results of the joint study are published on the SCIL homepage at http://wallenberg.stanford.edu/research/findings/HoidnGilbert_WhitePaper.pdf The results were also published at https://www.openeducationeuropa.eu/en/article/Teaching-and-Learning-in-Wallenberg-Hall%E2%80%99s-Experimental-Classrooms#main-content on May 16th, 2007Type: working paper
-
PublicationCourseWork Research Report 2006Assessment of Stanford's Course Management System from a User's Point of View - an Online Survey - This research report provides an assessment of Stanford's course management system "CourseWork" from a user's point of view. The results were gathered from two open-ended online questionnaires among instructional staff and students during May 8-31, 2006. The goal of the survey was to gather feedback on the usefulness of CourseWork in order to better satisfy the needs of its users at Stanford University and as a consequence, support technology-enhanced learning and teaching. The findings rely on a random sample of overall 2561 respondents participating on a voluntary basis. Data analysis is based on quantitative and qualitative methods utilizing Excel software and creating categories referring to general features of course management systems as well as to specific tools provided by CourseWork. The analysis reveals in great detail how users assess the course managment system and its single tools. Based on this evaluation, a matrix has been developed identifying both the current state-of-the-art and potential for improvement. Following this structure, the report points out key areas for continuing development and support, and provides various suggestions for enhancing the usability of CourseWork from a user's point of view.Type: work report
-
PublicationLearning in Activity: A Pedagogical Innovation in Higher EducationActive, lifelong learning has advanced to a "buzz word," requiring highly motivated learners who are able to learn in a self-regulated manner, and to actively engage within a learning community utilizing new media. Facing this challenge, this paper focuses on pedagogy regarding both the learning process as well as the methodical and didactic creation of the social and cultural learning environment in the field of teacher education in the university context. As a consequence, a pedagogical framework will be outlined which serves - together with the initial research question/subquestions - as a starting point and a point of reference. This framework consists of three intertwined perspectives: individual learning process, media and social interaction, and sociocultural context. In order to develop an applicable pedagogical concept empirical exploration will be based on best-practice case study research. The paper briefly outlines some important preliminary findings of the first case study which I conducted in the field of teacher education at the University of Oldenburg, Germany in 2005. Zu bestellen unter http://ijl.cgpublisher.com/product/pub.30/prod.1179Type: journal articleJournal: The International Journal of LearningVolume: 13Issue: 9
-
PublicationType: book reviewJournal: bwp@ Berufs- und Wirtschaftspädagogik - online (Online at http://www.bwpat.de/rezensionen/rezension_13-2005_ertl-kremer.pdf)Issue: 13-2005
-