Refine
Document Type
Publication reviewed
- begutachtet (3)
Keywords
- EVELIN II (1)
- OnPro (1)
- Online learning (1)
- active learning (1)
- experimental study (1)
- higher education (1)
- motivation (1)
- self-determination theory (1)
- task-based learning (1)
- tutoring (1)
Although there are several empirical studies about active learning in higher education, there are some open research questions. Especially, it appears to be relevant to find out what type of activity (active, interactive and constructive) has a positive effect on the learning result of participants in task-based activities. In order to answer this question an experimental study was conducted with students in German higher education (N=50). The results do not show a significant difference between active, interactive and constructive activities on learning performance in task-based learning. But all groups have benefited from the classroom activities according to the test results.
This paper presents current empirical findings on dimensions of self-determination theory (SDT) of Deci and Ryan in online training programs for professional education of e-tutors under a moderate constructivist approach. The goal of these trainings is to educate qualified and motivated instructors, so-called e-tutors, in supporting learners in virtual learning environments. Such online trainings can be designed according to a moderate constructivist approach (Mandl & Reinmann-Rothmeier 2002). To investigate the motivational impact of these trainings, motivational theories have to be under consideration. This study focuses on SDT postulating three psychological needs for competence, autonomy, and (social) relatedness, which when satisfied yield enhanced intrinsic motivation (Ryan & Deci, 2000). The offered etutor trainings are designed with self-directed and cooperative virtual learning phases. From a theoretical perspective our trainings foster the dimensions of SDT: Informative and content specific feedback; choice is provided regarding e.g. further readings and opportunities to discuss tasks from different perspectives.
This study's main research question is, how far basic psychological needs can be fostered by moderate constructivist designed e-tutor training programs?
This study was conducted as field study within a pre- and posttest design. The sample includes 56 lecturers, who participated in spring (I) or autumn (II) trainings of 2014-I (N=15), 2013-II (N=26), 2013-I (N=16), 2012-II (N=22) and 2011-II (N=17). It is comprised of participants from various universities and faculties from various disciplines. 32 (57%) of them were female, 24 (43%) male. The average age was 34 years (M = 34,31). The data was collected through online questionnaires containing three scales on dimension of SDT for pre- and posttest. All items were assessed on five-point Likert scales. The reliabilities for each scale were acceptable.
Findings indicate that the satisfaction of psychological needs for competence, autonomy, and (social) relatedness (Ryan & Deci, 2000) can be fulfilled by a moderate constructivist approach in educating e-tutors. A t-test indicates that participants’ feelings of competence (t(55) = -12.60, p < .01, d = 3.39) were significantly higher after participating in the training. Hereby a large effect size (d = 3.39) was observed. Participants’ feelings of autonomy (t(54) = -3.23, p < .01, d = 0.88) increased as well during the training. The observed effect size was large as well (d = 0.88). Regarding feelings of relatedness, participants showed increased need satisfaction after the training (t(55) = -10.51, p < .01, d = 2.83). Again, the effect size was large (d = 2.83). The results can be interpreted by taking a closer look at dimension of SDT and findings in the context of virtual learning environments. During the training, the competence need was possibly addressed by providing informative and content specific feedback. The possibility to gain autonomy was addressed by providing choice regarding e.g. further readings and opportunities to discuss tasks from different perspectives. The tasks in the training are personally endorsing and further address feelings of autonomy. These tasks also might possibly address the need for relatedness as it focuses on cooperation. Further research should try to investigate effects of the moderate constructivist design elements on the dimensions of self-determination theory.
Die Nachfrage nach zukunftsgewandten, problemlösungsorientierten Prüfungsformaten für die Hochschullehre stieg nicht zuletzt aufgrund der COVID-19-Pandemie. Open-Book-Prüfungen, bei denen Unterlagen mitgebracht werden, werden seit Langem als alternatives Prüfungsformat vorgeschlagen. Der vorliegende Beitrag beleuchtet in einer Studie mit 113 Teilnehmenden, ob die Menge und Art mitgebrachter Unterlagen einen Einfluss auf die Performanz in Multiple-Choice-Fragen zu konzeptuellem und prozeduralem Wissen aufweisen. Einen signifikanten, positiven Zusammenhang in Bezug auf die Performanz in beiden Wissensformen wies die Menge an mitgebrachten kommentierten Vorlesungsfolien auf. Diese Befunde werden in Bezug zur ICAP-Theorie gesetzt, die zugrundeliegende Lernaktivitäten beleuchtet.