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This study presents the findings of a quantitative study on the use of Open Educational Resources (OER) and Open Educational Practices (OEP) in Higher Education and Adult Learning Institutions. The study is based on the results of an online survey targeted at four educational roles: educational policy makers; institutional policy makers/managers; educational professionals; and learners. The report encompasses five chapters and four annexes. Chapter I presents the survey and Chapter II discloses the main research questions and models. Chapter III characterises the universe of respondents. Chapter IV advances with a detailed survey analysis including an overview of key statistical data. Finally, Chapter V provides an exploratory in-depth analysis of some key issues: representations, attitudes and uses of OEP. The table of contents and the complete list of diagrams and tables can be found at the end of the report.
The roadmap for quality and innovation through open educational practices has been conceived as a number of steps, a conceptual document, which can be used by organisations, leaners or professionals in order to improve their open educational practices. After the development of the core concept of the OPAL project, the guidelines for OEP, it became clear that these guidelines, would have to play an important part on the roadmap exercise, because they represent the very essence of how to foster and stimulate open educational practices. The roadmap therefore is meant to be an instrument, a tool which helps the different stakeholders to use the guidelines for their own context and purpose.
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.
Despite the opportunities and benefits of OER, research and practice has shown how the OER repositories have a hard time in reaching an active user-base. The opportunities of experience exchange and simple feedback mechanisms of social software have been realized for improving the situation and many are basing or transforming their OER offerings towards socially powered environments. Research on social software has shown how knowledge-sharing barriers in online environments are highly culture and context-specific and require proper investigation. It is crucial to study what challenges might arise in such environments and how to overcome them, ensuring a successful uptake. A large-scale (N = 855) cross-European investigation was initiated in the school context to determine which barriers teachers and learners perceive as critical. The study highlights barriers on cultural distance, showing how those are predicted by nationality and age of the respondents. The paper concludes with recommendations for overcoming those barriers.
Open educational resources (OERs) provide opportunities as enablers of societal development, but they also create new challenges. From the perspective of content providers and educational institutions, particularly, cultural and context-related challenges emerge. Even though barriers regarding large-scale adoption of OERs are widely discussed, empirical evidence for determining challenges in relation to particular contexts is still rare. Such context-specific barriers generally can jeopardize the acceptance of OERs and, in particular, social OER environments. We conducted a large-scale (N = 855) cross-European investigation in the school context to determine how teachers and learners perceive cultural distance as a barrier against the use of social OER environments. The findings indicate how nationality and age of the respondents are strong predictors of cultural distance barrier. The study concludes with identification of context-sensitive interventions for overcoming the related bar riers. These consequences are vital for OER initiatives and educational institutions for aligning their efforts on OER.
Eine internationale Verbreitung von OER ist u. a. davon abhängig, ob bereitstehende Inhalte an den jeweiligen Kontext angepasst werden können. Dieser Beitrag befasst sich mit studierendenspezifischen, kulturell motivierten Einflussfaktoren auf Lernsituationen, die neben u. a. inhaltlichen, technischen, didaktischen und rechtlichen Fragen für eine erfolgreiche Wiederverwendung von bereits etablierten Lernressourcen prüfend berücksichtigt werden sollten.
Education is widely seen as an important means of addressing both national and international problems, such as political or religious extremism, poverty, and hunger. If publicly available educational resources (OERs) shall help overcoming the educational gap, localization is one of the major issues we need to deal with. Educators as well as learners need to be supported to determine adaptation needs. This paper provides a list of possible in-fluence factors on educational scenarios which are defined as context metadata. In the given form, the list needs to be understood as an addendum for the paper entitled ‘Open Educational Resources: Education for the World?’ from Thomas richter and Maggie McPherson; It is being published in the volume 3, issue 2 of the Journal Distance Education in 2012.
This presentation shows that students in different cultural contexts have different perceptions of time management and work organization. Particularly in group work scenarios, such differences can have a frustrating impact on students from other cultural contexts because e.g., expectations are not met. Being aware of such differences between the learners in a culturally heterogeneous educational scenario, educators can prevent frustration by introducing their students and providing more specific instructions.
The aim of design science research (DSR) in information systems is the user-centred creation of IT-artifacts with regard to specific social environments. For culture research in the field, which is necessary for a proper localization of IT-artifacts, models and research approaches from social sciences usually are adopted. Descriptive dimension-based culture models most commonly are applied for this purpose, which assume culture being a national phenomenon and tend to reduce it to basic values. Such models are useful for investigations in behavioural culture research because it aims to isolate, describe and explain culture-specific attitudes and characteristics within a selected society. In contrast, with the necessity to deduce concrete decisions for artifact-design, research results from DSR need to go beyond this aim. As hypothesis, this contribution generally questions the applicability of such generic culture dimensions’ models for DSR and focuses on their theoretical foundation, which goes back to Hofstede’s conceptual Onion Model of Culture. The herein applied literature-based analysis confirms the hypothesis. Consequently, an alternative conceptual culture model is being introduced and discussed as theoretical foundation for culture research in DSR.
Many e-Learning-basedoffers, such as international programs and MOOCs have long since overcome the concept of national education and are designed to attract learners distributed throughout the world. In order to cope with the differences between learners, related offers often include opportunities to support the particular learning styles and learning pace beyond the advantages, which the technology itself naturally provides. Examples arethe individual configuration of the learning platformand display of contents and the provision of stylistically diverse and supplementary learning material. Such measures are relatively easy to implement andonce established, do not generate further expenses. Just, is it appropriate to lay the full responsibility for designing a comfortable (and supportive) learning environment into the hands of the learners and do they get along with such a responsibility? We asked university students from three continents regarding their expectations towards instructor-support and found major differences.
With a focus on Technology Enhanced Learning, this paper investigates if and to which extent a culture shift can be expected alongside with the adoption of currently emerging Web 3.0 technologies. Instead of just offering new opportunities for the field to improve education, such a culture shift could lead to unexpected general consequences not just for Technology Enhanced Learning but the whole educational sector. Understanding the dimension of expectable changes enables us to prevent conflicts and pointedly support culture-related change processes. After an introduction of the Revised Onion Model of Culture, which, later on, serves as theoretical foundation, expectable changes in the design of learning scenarios are analysed, distinguishing the stakeholder groups “learners” and “educators”. Eventually, the found changes are analysed to which extent a general culture shift is to be expected in order to understand the transferability and limitations of future research results in the field.
The Learning Culture Survey: An international research project on cultural learning attitudes
(2014)
Dieses Dokument beinhaltet die englische Version des standardisierten Fragebogens für das fortlaufende, internationale Forschungvorhaben "Learning Culture Survey". Die Bereitstellung des Fragebogens in dieser Form dient lediglich der Möglichkeit zur Prüfung und zur Kenntnisnahme. Der Entsprechend dem Forschungsdesign ist der Fragebogen in seiner Onlineversion zu verwenden.
Adaptability as a Special Demand on Open Educational Resources: The Cultural Context of e-Learning
(2011)
Producing and providing Open Educational Resources (OERs) is driven by the concepts of openness and sharing. Although there already are a lot of free high-quality resources available, practitioners often rather rewrite learning resources than creatively embed (and thus, reuse) existing OERs. In this paper, we analyse the reasons for this in two different educational contexts. As a result of this analysis, we found that the uncertainty on possible adaptation needs is one of the major barriers. In order to overcome this barrier and make different learning contexts comparable, we analysed the context of learners and in particular, in the research project ‘Learning Culture’, we investigated the field of culturally motivated expectations and attitudes of learners. This paper shows the results of this research project and discusses which cultural issues should be taken into consideration when OERs are to be adapted from one to another cultural context.
The aim of our research is finding measures to preserve the learners’ initial motivation in educational settings. For that we need to avoid conflicting situations that possibly could jeopardize their joy of learning.
In our thematically comprehensive Learning Culture Survey, we investigate the cultural biasing of students’ attitudes, behaviours, and expectations towards education. Particularly in times of massive international migration and growing numbers of refugees, the relevance to deeply understand cultural aspects in education increases. Just with this understanding, we can raise the awareness towards more cultural tolerance across all involved stakeholder groups and thus, foster the development of more culture-sensitive educational approaches. In this paper we focus on the most relevant aspect of motivation and comparatively discuss our study conducted in Germany and South Korea.
Mit unserer Forschung wollen wir Maßnahmen finden, die dazu beitragen, die anfängliche
Bildungsmaßnahmen zu
Motivation von Lernern bewahren. Zu diesem Zweck
in müssen Konfliktsituationen möglichst vermieden werden, wenn sie das Potential haben, ihnen die Freude am Lernen zu verderben. In unserem thematisch breitgefächerten Learning Culture Survey (Untersuchung von Lernkultur), untersuchen wir bei Lernern das Vorhandensein und den Einfluss kulturspezifischer Prägungen auf deren Verhaltensweisen, Gewohnheiten und Erwartungen bzgl. Bildung. Besonders in Zeiten massiver internationaler Migration und steigender Zahlen von Flüchtlingen wächst der Bedarf nach entsprechender Forschung stetig an. Nur wenn wir die Zusammenhänge zwischen Lernen und Kultur ausreichend verstehen, sind wir in der Lage, auf allen Ebenen die Entwicklung des erforderlichen Bewusstseins bzgl. kultursensibler Bildungsansätze zu fördern. In diesem Beitrag konzentrieren wir uns auf den sehr wichtigen Aspekt Motivation und diskutieren die Ergebnisse, die wir in unserer vergleichenden Studie in Deutschland und Südkorea erzielt haben.
Quality Management in Education: Business Process Modelling in Interdisciplinary Environments
(2015)
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.
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.