Self-directed versus guided learning – searching for the sweet spot with lesson activities in Moodle

  • In times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, theIn times of a pandemic many university courses have to be taught in an online learning format to respect the requirements of social distancing. Online learning takes place between the poles of self-direction by the student and guidance by the lecturer. In this paper a first-semester course in industrial economics for engineers, which was taught in the self-directed learning format of flipped classroom, was enhanced with lesson activities in the Learning Management System (LMS) Moodle as a means of guided learning with student-content interaction. The paper describes the design and the evaluation of the lesson activities. For the evaluation a student survey to gather the opinions and self-assessments of the students was conducted, and statistical data from Moodle on the performance of the students were collected. The results of the student survey show an overall positive evaluation of the lesson activities by the students who participated in the lesson activities. Furthermore, the results of the statistical data about the students’ performance show a relation between participation in the lesson activities and exam success. As a caveat, however, the results also show that the majority of the students chose not to participate in the lesson activities.show moreshow less

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Author:Carsten DeckertORCiD, Ahmed Mohya
open access:Diamant - ohne Publikationskosten mit Lizenzhinweis
Fachbereich/Einrichtung:Hochschule Düsseldorf / Fachbereich - Maschinenbau und Verfahrenstechnik
Document Type:Conference Proceeding
Year of Completion:2022
Language of Publication:English
Publisher:Universitat Politècnica de Catalunya
Place of publication:Barcelona
Parent Title (English):SEFI 50th Annual conference of The European Society for Engineering Education. "Towards a new future in engineering education, new scenarios that european alliances of tech universities open up."
Page Number:9
First Page:234
Last Page:242
URN:urn:nbn:de:hbz:due62-opus-51759
DOI:https://doi.org/10.5821/conference-9788412322262.1132
ISBN:978-84-123222-6-2
GND Keyword:Selbstgesteuertes Lernen; Kooperatives Lernen; Moodle; Ingenieurstudium
Corresponding Author:Carsten Deckert
Dewey Decimal Classification:6 Technik, Medizin, angewandte Wissenschaften / 62 Ingenieurwissenschaften / 620 Ingenieurwissenschaften und zugeordnete Tätigkeiten
Licence (German):Creative Commons - CC BY-NC-ND - Namensnennung - Nicht kommerziell - Keine Bearbeitungen 4.0 International
Release Date:2025/04/01
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