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.…


| 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 |
