Details
| Originalsprache | Englisch |
|---|---|
| Titel des Sammelwerks | 2021 IEEE Frontiers in Education Conference (FIE) |
| Seitenumfang | 9 |
| ISBN (elektronisch) | 978-1-6654-3851-3 |
| Publikationsstatus | Veröffentlicht - Okt. 2021 |
| Veranstaltung | 2021 IEEE Frontiers in Education Conference, FIE 2021 - Lincoln, USA / Vereinigte Staaten Dauer: 13 Okt. 2021 → 16 Okt. 2021 |
Publikationsreihe
| Name | Proceedings - Frontiers in Education Conference, FIE |
|---|---|
| Band | 2021-October |
| ISSN (Print) | 1539-4565 |
| ISSN (elektronisch) | 2377-634X |
Abstract
This Research to Practice Full Paper presents the evaluation results of a didactic concept for activating a large cohort of students in a classical lecture hall. The aim of the concept is to reduce factors that lead to study drop-out. The didactic concept is based on problem-based learning and flipped classroom approaches and enables the control of problem solutions via a remote laboratory. Developed according to the design-based research, the concept is tested in information technology courses in 2019 and 2020 and evaluated with a SOLOMON design. The activation of the large cohort basically worked, but the majority did not work on the problem-based tasks without extrinsic motivation. The results show that variables of the factors study motivation (interest in future jobs p < 0.001) and application orientation (p = 0.002) can be significantly improved by the didactic concept. The factor performance problems (e.g. workload p < 0.001) is rated significantly worse by the experimental group students, while their examination results in problem-oriented tasks, however, improved significantly by more than 50 % (p < 0.001).
ASJC Scopus Sachgebiete
- Informatik (insg.)
- Software
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Informatik (insg.)
- Angewandte Informatik
Zitieren
- Standard
- Harvard
- Apa
- Vancouver
- BibTex
- RIS
2021 IEEE Frontiers in Education Conference (FIE). 2021. (Proceedings - Frontiers in Education Conference, FIE; Band 2021-October).
Publikation: Beitrag in Buch/Bericht/Sammelwerk/Konferenzband › Aufsatz in Konferenzband › Forschung › Peer-Review
}
TY - GEN
T1 - Evaluation of a Learner-Centered Activating Learning Situation with Large Cohorts in the University
AU - Haack, Matthias
AU - Jambor, Thomas N.
PY - 2021/10
Y1 - 2021/10
N2 - This Research to Practice Full Paper presents the evaluation results of a didactic concept for activating a large cohort of students in a classical lecture hall. The aim of the concept is to reduce factors that lead to study drop-out. The didactic concept is based on problem-based learning and flipped classroom approaches and enables the control of problem solutions via a remote laboratory. Developed according to the design-based research, the concept is tested in information technology courses in 2019 and 2020 and evaluated with a SOLOMON design. The activation of the large cohort basically worked, but the majority did not work on the problem-based tasks without extrinsic motivation. The results show that variables of the factors study motivation (interest in future jobs p < 0.001) and application orientation (p = 0.002) can be significantly improved by the didactic concept. The factor performance problems (e.g. workload p < 0.001) is rated significantly worse by the experimental group students, while their examination results in problem-oriented tasks, however, improved significantly by more than 50 % (p < 0.001).
AB - This Research to Practice Full Paper presents the evaluation results of a didactic concept for activating a large cohort of students in a classical lecture hall. The aim of the concept is to reduce factors that lead to study drop-out. The didactic concept is based on problem-based learning and flipped classroom approaches and enables the control of problem solutions via a remote laboratory. Developed according to the design-based research, the concept is tested in information technology courses in 2019 and 2020 and evaluated with a SOLOMON design. The activation of the large cohort basically worked, but the majority did not work on the problem-based tasks without extrinsic motivation. The results show that variables of the factors study motivation (interest in future jobs p < 0.001) and application orientation (p = 0.002) can be significantly improved by the didactic concept. The factor performance problems (e.g. workload p < 0.001) is rated significantly worse by the experimental group students, while their examination results in problem-oriented tasks, however, improved significantly by more than 50 % (p < 0.001).
KW - active learning
KW - flipped classroom
KW - large cohorts
KW - learning system
KW - problem-based learning
KW - remote lab
KW - student-centered
KW - university drop-out
UR - http://www.scopus.com/inward/record.url?scp=85122062377&partnerID=8YFLogxK
U2 - 10.1109/FIE49875.2021.9637371
DO - 10.1109/FIE49875.2021.9637371
M3 - Conference contribution
AN - SCOPUS:85122062377
SN - 978-1-6654-3852-0
T3 - Proceedings - Frontiers in Education Conference, FIE
BT - 2021 IEEE Frontiers in Education Conference (FIE)
T2 - 2021 IEEE Frontiers in Education Conference, FIE 2021
Y2 - 13 October 2021 through 16 October 2021
ER -