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In Anlehnung an die von Leidner und Kayworth (2006) durchgeführte Studie zum Umgang mit Kultur in der angelsächsischen Wissenschaftsdisziplin „Information Systems“ wurde eine entsprechende Literaturstudie für die gestaltungsorientierte Wirtschaftsinformatik des deutschen Sprachraums durchgeführt. In der Studie wurde in den Hauptorganen der Disziplin untersucht, in welcher Häufigkeit kulturelle Einflüsse auf Informationstechnologie thematisiert wurden, wie diese Einflüsse aufgearbeitet wurden und welche Referenzmodel-le/Referenzliteratur verwendet wurden. Nach einer kurzen Darstellung der gewählten Vorgehensweise werden die Ergebnisse und Beschränkungen der Studie präsentiert.
The Learning Culture Survey (LCS) is a questionnaire-based research, investigating students’ perceptions of and expectations towards Higher Education (HE). The aim of this survey is to improve our understanding about the sources of cultural conflicts in educational scenarios. This understanding, shell help us to predict potential conflict situations and develop supportive measures.
After three years of development, the LCS was initialized in 2010 in South Korea and Germany. During the following years, the investigations were extended to further countries. The results, on the one hand, provided insights about the cultural context of HE in general and on the other hand, about specific (national / regional) characteristics of learners in HE. Most issues targeted with the questionnaire were directly linked to value systems. Thus, we expected from the beginning that the collected data would keep valid over longer periods of time. However, we had no evidence regarding the actual persistence of learning culture. For a study, designed to being implemented on a global scope and providing input for further applications, persistence is a basic condition to justify related investigations.
To answer the question on persistence, we repeated the LCS in our university every four years, between 2010 to 2018/19. Besides a small number of slight changes, explainable out of their situational context, the overall results kept consistent over the investigated years. In this paper, after an introduction of the LCS’ concept, setting and its general results from the past years, we present the insights from our most recently finalized longitudinal study on learning culture.
In an explorative study, we investigated on German schoolteachers how they use, reuse, produce and manage Open Educational Resources. The main questions in this research have been, what their motivators and barriers are in their use of Open Educational Resources, what others can learn from their Open Educational Practices, and what we can do to raise the dissemination level of OER in schools.
Obwohl kulturbezogene Fragestellungen eine zentrale Rolle für die erfolgreiche Implementierung von Anwendungssystemen und IKT spielen, erfolgen kulturbezogene Untersuchungen in der Disziplin oft zu unkritisch: Kulturelle Kontexte werden in der Literatur häufig nicht klar abgegrenzt, und verwendete Begriffe werden nicht oder nur unzureichend definiert. Darüber hinaus werden kulturbezogene Untersuchungen, die eigentlich Besonderheiten abgegrenzter Gesellschaften (z. B. Kundensegmente) aufdecken sollen, oft ohne weitere Prüfung auf der Ebene von Nationalkultur untersucht. Die Problematik eines zu unkritischen und bisweilen sogar unangemessenen Umgangs mit kulturbezogenen Fragestellungen ist nicht auf die Wirtschaftsinformatik begrenzt sondern zieht sich durch nahezu alle Disziplinen, die "Kultur" als eine unter vielen Einflussgrößen betrachten. In dieser Arbeit wird ein praktischer Ansatz entwickelt, mit dessen Hilfe nicht nur der eigene kulturbezogene Forschungskontext abgegrenzt werden, sondern darüber hinaus auch noch herausgefunden werden kann, ob bereits verfügbare Forschungsansätze ggf. auf den eigenen Kontext passen könnten. Als Ergebnisse der Arbeit wurde ein Schritt-für-Schritt Leitfaden erstellt und eine Vergleichsbasis geschaffen, die auf einer in ihrem Umfang bislang einzigartigen Sammlung bereits verfügbarer Kulturbeschreibungsansätze beruht.
This paper addresses special skills, learners in Internet-based learning scenarios need. In self-directed learning scenarios, as most Internet-based learning scenarios are designed, learners bear the responsibility for their learning progress. To ease this task, institutions could prime the learners for the situation which may be quite different to their previous learning experiences. Basing on a Delphi-study, conducted with experts from the e-Learning sector in Germany, Austria, and Switzerland, the basic requirements have been determined.
For learners, feedback can be both, a strong motivator but in case it fails its purpose, it can be a strong reason for frustration and dropouts as well. Do we have to change our locally implemented feedback strategies when adapting learning contents from national to international settings? In our study, we the investigated learners’ understanding and preferences regarding feedback in scenarios of higher education across the five different national contexts, Bulgaria, Germany, South Korea, Turkey, and Ukraine.
In the context of Internet-based e-Learning, including an international auditory is a logical consequence. However, due to uncertainty regarding the foreign learners, e-Learning programs often are limited to local or national participants. Understanding the different expectations of learners regarding instructor-support is one step in order to enable providers of educational services to tailor educational programs that fit the requirements of an international auditory. We asked university students in five countries regarding their expectations towards instructor-support and found major differences between the investigated countries.
This paper addresses the problem of adaptation of E-Learning to a given or proposed context. Current learning technology standards are available for various purposes, such as contents, learner profiles or learning activities, but there are no specifications to describe the context of learning scenarios. Such a description is crucial to identify change-requirements or to compare situations when learning scenarios are re-used. In this paper, we define a specification of context metadata. We show how they can be used to adapt learning scenarios from a given to a new context, in particular to identify change requirements for the internationalization of learning scenarios.
Enterprises demand universities not to limit education to theoretical knowledge, but instead, to prepare students for future challenges in the job. While demanding a focus on current technologies and practices appears reasonable, it contradicts academia’s general focus on sustainable knowledge. This “conflict-ofinterest” can be bridged through extra-curricular professional training. MOOCs are hyped as solution because they allow to simultaneously addressing masses of students. However, with the increasing number of learners, anonymity in education increases and first-level support decreases. Within the extracurricular online program erp4students we found that individual support is considered most relevant to successfully complete professional training.
In this paper we summarize our research on international educational contexts and transfer the results to the context of urban life-long learning. We will show that a collection and provision of relevant data can help instructors as well as learners to raise their awareness regarding contextual differences, to develop a higher level of acceptance regarding differences, and thus, in the long term, avoid frustration in educational processes and reduce drop out-rates.
This paper addresses the urgent need for international standardization of Context Metadata for e-Learning environments. In particular, E-Learning when distributed over the Internet, can synchronously and asynchronously reach a huge number of learners but also has to deal with a variety of different cultures and societies and the related complications. A lot of the differences strongly demand adaptation processes in which especially the contents are being modified to fit the needs in the targeted contexts. In our approach solving this task, we determined a list of around 160 significant possible differences and defined those as context metadata. In this paper, we show the results of our research regarding to the determination of context related influence factors as well as approaches to deal with them and present a first specification of the representing context-metadata.
The central concept behind Open Educational Resources (OER) is opening up the access to educational resources for stakeholders who are not the usual target user group. This concept must be perceived as innovative because it describes a general economic and social paradigm shift: Education, which formerly was limited to a specific group of learners, now, is promoted as a public good. However, despite very good intentions, internationally agreed quality standards, and the availability of the required technological infrastructure, the critical threshold is not yet met. Due to several reasons, the usefulness of OER is often limited to the originally targeted context. Questions arise if the existing quality standards for Technology Enhanced Learning (TEL) actually meet the specific requirements within the OER value chain, if the existing quality standards are applicable to OER in a meaningful way, and under which conditions related standards generally could support the exploitation of OER. We analyze quality standards for TEL and contrast the life cycle model of commercial learning resources against the life cycle model of OER. We investigate special demands on quality from the context of OER and, taking the former results into account, derive emergent quality criteria for OER. The paper concludes with recommendations for the design of OER and a future standard development.
Open Discovery Space
(2013)
Chipkarten im Mobilfunk
(2002)
In this paper, we present a solution how to test cultural influences on E-Learning in a global context. Based on a metadata approach, we show how specifically cultural influence factors can be determined to transfer and adapt learning environments. We present a method how those influence factors can be validated for both, to improve the dynamical meta-data specification and to be used in the development of (international) E-Learning scenarios.