Bibliothek

@article{Schnetzer2026,

title = {Three scientists walk into a bar... Approaching new audiences for informal science communication: the project “Plötzlich Wissen!” (Sudden Knowledge!)},

author = {Julia Schnetzer and André Lampe and Inga Marie Ramcke and Kerstin Kremer and Philipp Schrögel},

url = {https://doi.org/10.22323/167320251230124543},

doi = {10.22323/167320251230124543},

issn = {1824-2049},

year  = {2026},

date = {2026-02-11},

urldate = {2026-02-11},

journal = {Journal of Science Communication (JCOM)},

volume = {25},

issue = {2},

pages = {N04},

publisher = {Sissa Medialab Srl},

abstract = {Sudden Knowledge! (Plötzlich Wissen!), a science communication format established throughour own initiative as scientists, implemented science communication in a spontaneousconversational setting. It combined elements of guerilla science/street science, science buskingand pub science events. Between 2017 and 2020 the project - centered on marine science -was presented in 16 major German cities. This novel approach, using puppetry and hands-onexperiments sparked interest in science and reached non-academic audiences. During theCOVID19-pandemic, the format transitioned to online livestreaming on the platform twitch.tv,using video games as entry points for conversations about marine sciences. Between 2020 and2024 we performed 55 livestreams. Here we outline the development of the format, shareevaluation data and our experiences. Our main goal is to provide practical recommendations forscientists who are interested in using informal, guerilla style approaches to reach audienceswho might not be reached by traditional science communication strategies.},

keywords = {art and literature, Digital science communication, Environmental communication, O, Science and technology},

pubstate = {published},

tppubtype = {article}

}

@article{Sepp2025,

title = {Towards More Transparency in Learning Analytics: Sharing Information with University Students Increases their Awareness of Data Collection Practices},

author = {Stoo Sepp},

url = {https://doi.org/10.18608/jla.2025.8713},

doi = {10.18608/jla.2025.8713},

issn = {1929-7750},

year  = {2025},

date = {2025-12-15},

urldate = {2025-12-15},

journal = {Journal of Learning Analytics},

volume = {12},

number = {3},

pages = {34–46},

publisher = {Society for Learning Analytics Research},

abstract = {As learning analytics practices become more commonplace in educational settings, student knowledge about the collection and use of their data becomes more of an interest. How students perceive the collection and use of their data has been researched for many years, with legitimate privacy and ethical concerns raised. While various guidelines, models, and frameworks have been proposed to address these concerns, the ways educational institutions practically address them by providing more information for increased transparency has yet to be widely investigated. The present study provides an initial investigation into the effectiveness of three different formats of data disclosure statements in a higher education setting. Participants were presented with one of three different formats from a fictional university: 1) a generic text, 2) a detailed text, or 3) an icon-based “nutrition label.” Participants then completed a survey to assess their understanding and perceptions of data collection practices. Results suggest that regardless of format, participants demonstrated an increased understanding of these practices when the disclosure was not generic. Additionally, student acceptance of data collection and beliefs about sharing were unaffected by disclosure of any kind. This study provides initial evidence to inform learning analytics practices to address identified concerns from students around a lack of transparency. Universities and other institutions in the higher education sector may revisit their data disclosure methods and language to ensure that they are both accurate and transparent, so that students better understand data collection within the scope of their studies.},

keywords = {analytics practice, disclosure, ethics, O, Privacy, research paper, transparency},

pubstate = {published},

tppubtype = {article}

}

@article{Luebber2025b,

title = {Lottery before peer review is associated with increased female representation and reduced estimated economic cost in a German funding line},

author = {Finn Luebber and Sören Krach and Frieder M. Paulus and Lena Rademacher and Rima-Maria Rahal},

url = {https://doi.org/10.1038/s41467-025-65660-9},

doi = {10.1038/s41467-025-65660-9},

issn = {2041-1723},

year  = {2025},

date = {2025-12-00},

urldate = {2025-12-00},

journal = {Nature Communications},

volume = {16},

number = {1},

publisher = {Springer Science and Business Media LLC},

abstract = {Research funding is a key determinant of scientific progress. However, current allocation procedures for third-party funding are criticized due to high costs and biases in the selection. Here, we present data from a large German funding organization on an implementation of a lottery-first approach followed by peer review to allocate funding. We examine the changes in submissions and funded projects of female applicants after implementation, estimate the costs of the overall allocation process, and report on the attitudes and satisfaction of researchers and reviewers. The data show an increase of 10% in submissions and a 23% increase in funded projects from female applicants with the lottery-first approach compared to a previously used procedure. Additionally, the lottery-first approach was estimated to have 68% lower economic costs compared to a conventional single-stage peer review approach. Satisfaction with this funding approach was high and around half of applicants preferred an initial lottery followed by peer review over a conventional approach. Thus, the lottery-first approach is a promising addition to allocation procedures.},

keywords = {A, funding, lottery},

pubstate = {published},

tppubtype = {article}

}

@article{Herodotou2025,

title = {A Participatory Approach to Designing a Student-Facing Dashboard for Online and Distance Education},

author = {Christothea Herodotou and Sagun Shrestha and Catherine Comfort and Heshan Andrews and Paul Mulholland and Vaclav Bayer and Claire Maguire and John Lee and Miriam Fernandez},

url = {https://doi.org/10.18608/jla.2025.8481},

doi = {10.18608/jla.2025.8481},

issn = {1929-7750},

year  = {2025},

date = {2025-07-08},

urldate = {2025-07-01},

journal = {Journal of Learning Analytics},

volume = {12},

number = {2},

pages = {158–174},

abstract = {In this paper, we explore the design of a student-facing dashboard for online and distance learning with a focus on capturing and addressing specific learning needs. A participatory process involving 20 students was employed, which included a screening questionnaire and focus group discussions. The selection of data points to be displayed on the dashboard was mainly determined by student responses regarding the usefulness of a feature, and a high frequency of their agreement. The data analysis revealed that the learning needs of online students relate to course support and communication (with tutors and other students). In response to this, students expressed a desire for accessing information related to their assignments, study time, and tutorials. The data points endorsed by students related to descriptive (assignment scores, engagement with the virtual learning environment, material accessed), predictive (score prediction), and prescriptive data (material recommendations and contact information). Student choices of data points were driven by a desire to better understand their study progress and take appropriate action. These insights emphasize the need for designing dashboards that not only describe performance but foremost “prescribe” to students potential solutions to overcome performance challenges.},

keywords = {distance learning, LADs, learning analytics dashboards, O, online students, participatory design, research paper},

pubstate = {published},

tppubtype = {article}

}

@article{Parker2025,

title = {How Much is Enough? Formative Assessment Dynamics},

author = {Michael J. Parker and Matt Bunch and Andrew Pike},

url = {https://doi.org/10.18608/jla.2025.8753},

doi = {10.18608/jla.2025.8753},

issn = {1929-7750},

year  = {2025},

date = {2025-07-04},

urldate = {2025-07-04},

journal = {Journal of Learning Analytics},

volume = {12},

issue = {2},

pages = {196–210},

abstract = {While the educational value of formative assessment is widely acknowledged, the precise amount needed to effectively predict student performance on summative assessments remains unclear. This study investigates the relationship between intermediate formative assessment performance and final exam scores, addressing the critical question of how much assessment is needed for accurate prediction. Using a large dataset encompassing over 20,000 student enrollments across 127 course runs of 15 online biomedical sciences courses, we examined the correlation between intermediate assessment scores and final exam performance. Our results show that after completing about 40% of the formative assessments in a course, student scores demonstrate a strong correlation (Pearson r > 0.7) with their final exam scores. The correlation after taking additional formative assessments reaches a maximum of approximately 0.75. This finding was consistent across different course types and lengths, suggesting that the relative amount of assessment taken, rather than the absolute number, is key. Surprisingly, we found that random sampling of assessments was even more predictive than chronological sampling, suggesting that the proportion of questions used, relative to the total number of assessment questions, is more important than their specific sequence. These findings contribute to a deeper understanding of the predictive capabilities of formative assessment, and enable educators to identify at-risk students earlier, optimize assessment design, and develop more efficient and targeted interventions.},

keywords = {Assessment, formative assessment, learning analytics, learning outcomes, O, outcomes prediction, research paper},

pubstate = {published},

tppubtype = {article}

}

@article{Otto2025,

title = {Should educators be concerned? The impact of short videos on rational thinking and learning: A comparative analysis},

author = {Thorsten Otto},

url = {https://doi.org/10.1016/j.compedu.2025.105330},

doi = {10.1016/j.compedu.2025.105330},

issn = {1873-782X},

year  = {2025},

date = {2025-04-23},

journal = {Computers & Education},

volume = {234},

number = {105330},

issue = {September 2025},

abstract = {Short videos are highly attractive and are becoming increasingly popular among young adults due to their unique properties. However, they also pose a risk of getting used to surface processing and suppressing slow analytic thinking. So far, little is known about the potential impact of short video use (SVU) on learning variables. Therefore, this series of studies aimed to examine the consequences of SVU on rational thinking, academic delay of gratification (ADOG), and a surface learning approach (Study 1) and examine the situational impact of watching a short video collection on those variables except ADOG (Study 2). Further, it was examined whether short video-based learning material is suitable for teaching low-complex material (Study 2). In Study 1, participants (n = 169) completed questionnaires regarding SVU, rational thinking, ADOG, and surface learning approach. For Study 2, participants (n = 123) took part in an online experiment with a 2 (short video collection; present vs. not present) x 2 (learning material; short video-based vs. text-based) between-subject design, completed questionnaires regarding SVU, rational thinking, surface learning approach and answered a quiz regarding knowledge acquisition. The findings reveal that SVU is negatively associated with rational thinking and positively associated with a surface learning approach. Watching a short video collection led to a higher situational surface learning approach, and participants who learned with short videos scored lower on the quiz than those who learned with text. Limitations, implications, and future directions are discussed.},

keywords = {Media comparison, O, Rational Thinking, Short video use, Social media, Surface learning},

pubstate = {published},

tppubtype = {article}

}

@article{Corbin2025,

title = {‘Where’s the line? It’s an absurd line’: towards a framework for acceptable uses of AI in assessment},

author = {Thomas Corbin and Phillip Dawson and Kelli Nicola-Richmond and Helen Partridge},

url = {https://doi.org/10.1080/02602938.2025.2456207},

doi = {10.1080/02602938.2025.2456207},

year  = {2025},

date = {2025-01-24},

journal = {Assessment & Evaluation in Higher Education},

pages = {1–13},

abstract = {As higher education grapples with ensuring assessment validity in an increasingly AI-populated time, institutions and educators are working to establish appropriate boundaries for AI use. However, little is known about how students and teachers conceptualize and experience these boundaries in practice. This study investigates how students and teachers navigate the line between acceptable and unacceptable AI use in assessment, drawing on a thematic analysis of qualitative interviews with 19 students and 12 staff at a large Australian university informed by social boundary theory. The titular metaphor of ‘drawing a line’ emerged organically from both students and staff in our interviews, revealing ongoing struggles to understand and articulate what counts as appropriate. We found that students frequently construct their own individually unique and often complex ethical frameworks for AI use. Teachers, meanwhile, report significant emotional burden and professional uncertainty as they attempt to understand and communicate what is appropriate to their students. Our analysis suggests that assessment policies for AI ought to move beyond simple prohibitions or permissions and begin to address three critical dimensions: the feasibility of enforcement, the preservation of authentic learning, and the emotional wellbeing of teachers and students.},

keywords = {academic integrity, artificial intelligence, assessment design, higher education, O},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {KI-Planspiel zur Themendisposition: ChatGPT als Assistent zur Themenfindung für wissenschaftliche Arbeiten},

author = {Rita Stampfl and Michael Prodinger},

url = {https://doi.org/10.53349/resource.2024.i4.a1345},

doi = {10.53349/resource.2024.i4.a1345},

issn = {2313-1640},

year  = {2024},

date = {2024-10-15},

journal = {R&E-SOURCE},

volume = {11},

issue = {4},

pages = {119–130},

abstract = {Der Artikel untersucht den Einsatz von ChatGPT in der akademischen Lehre zur Unterstützung der Themenfindung für wissenschaftliche Arbeiten. Angesichts des Digitalen Wandels in der Bildung wird aufgezeigt, wie die Integration von KI die Motivation und das Engagement der Studierenden steigern kann. Durch den Einsatz von ChatGPT in einem strukturierten, iterativen Frage-Antwort-Prozess werden die Studierenden dazu angeleitet, kritisch über ihre vorgeschlagenen Themen nachzudenken und diese gründlich zu prüfen. Der Artikel betont die Wichtigkeit von kritischem Denken sowie Problemlösungsfähigkeiten und zeigt, dass diese Methode nicht nur die Relevanz und Konsistenz der wissenschaftlichen Themen sicherstellt, sondern auch die Entwicklung von Schlüsselkompetenzen fördert. Der Einsatz von künstlicher Intelligenz (KI) wird als effektives Mittel dargestellt, um eine qualitativ hochwertige und nachhaltige Hochschulbildung zu gewährleisten, die die Studierenden auf die Anforderungen des zukünftigen Arbeitsmarktes vorbereitet. Gleichzeitig wird auf die Notwendigkeit hingewiesen, die mit dem Einsatz von KI verbundenen Risiken zu managen.},

keywords = {A, ChatGPT, digitale Lehre, Künstliche Intelligenz, Planspiele},

pubstate = {published},

tppubtype = {article}

}

@article{Kakish2024,

title = {The Post-Pandemic Future of Digital Learning},

author = {Shereen Kakish and Zeyad Makhamreh and Reem Madanat},

url = {https://doi.org/10.18848/1835-9795/CGP/v18i01/201-217},

doi = {10.18848/1835-9795/CGP/v18i01/201-217},

issn = {1835-9795},

year  = {2024},

date = {2024-10-04},

journal = {Ubiquitous Learning: An International Journal},

volume = {18},

issue = {1},

pages = {201–217},

abstract = {The challenges faced by universities in higher education after the COVID-19 pandemic necessitate the adoption of new tools and practices to maintain student engagement and motivation in alternative teaching methodologies beyond traditional face-to-face learning environments. H5P, an interactive learning tool renowned for its diverse interactive content features, emerges as a promising solution to address these needs. This article discusses the findings of implementing H5P in various courses within the French and Geography departments at the University of Jordan. Data collection involved pre- and post-surveys administered via Moodle and H5P, focusing on student perceptions of H5P features. The study results indicate that both H5P and Moodle can significantly enhance the effectiveness of e-learning. The application of H5P not only facilitated instructional improvements but also personalized learning across five courses. This approach broadened learning opportunities, bolstered student support, and fostered increased engagement. Students who interacted with these resources reported positive experiences and expressed a desire for more interactive elements in future coursework. Furthermore, H5P’s interactive and engaging nature contributed to a more enjoyable and effective learning journey, thereby sustaining student motivation throughout their studies.},

keywords = {H5P, higher education, interactive learning, Moodle, O, post-pandemic learning},

pubstate = {published},

tppubtype = {article}

}

@article{Buchner2024,

title = {Playing an Augmented Reality Escape Game Promotes Learning About Fake News},

author = {Josef Buchner},

url = {https://doi.org/10.1007/s10758-024-09749-y

https://osf.io/yagnr/

https://escapefake.org/},

doi = {10.1007/s10758-024-09749-y},

issn = {2211-1670},

year  = {2024},

date = {2024-06-19},

journal = {Technology, Knowledge and Learning},

issue = {2024},

abstract = {The spread of fake news poses a global challenge to society, as this deliberately false information reduce trust in democracy, manipulate opinions, and negatively affect people’s health. Educational research and practice must address this issue by developing and evaluating solutions to counter fake news. A promising approach in this regard is the use of game-based learning environments. In this study, we focus on Escape Fake, an augmented reality (AR) escape game developed for use in media literacy education. To date, there is limited research on the effectiveness of the game for learning about fake news. To overcome this gap, we conducted a field study using a pretest-posttest research design. A total of 28 students (14 girls, mean age = 14.71 years) participated. The results show that Escape Fake can address four learning objectives relevant in fake news detection with educationally desired effect sizes: Knowledge acquisition (d = 1.34), ability to discern information (d = 0.39), critical attitude toward trustworthiness of online information (d = 0.53), and confidence in recognizing fake news in the future (d = 0.41). Based on these results, the game can be recommended as an educational resource for media literacy education. Future research directions are also discussed.},

keywords = {21st century abilities, augmented reality, educational escape game, escape game, fake news, media literacy education, O},

pubstate = {published},

tppubtype = {article}

}

@article{Crawford0000,

title = {An AI Society},

author = {Kate Crawford and Jason Schultz and Jill Walker Rettberg and Lucy Suchman and Mark Andrejevic and Florian Jaton and Mike Ananny and Stephanie Dick and Wendy Hui Kyong Chun and Matt Canute and Xiaochang Li and Linnet Taylor and Karine Gentelet and Emmanuel Didier},

editor = {Kate Crawford},

url = {https://issues.org/an-ai-society/},

year  = {2024},

date = {2024-02-01},

journal = {Issues in Sience & Technology},

volume = {40},

issue = {2},

abstract = {Artificial intelligence is reshaping society, but human forces shape AI. Getting governance wrong could mean narrowing cultural narratives, de-incentivizing creativity, and exploiting workers. In these 11 essays, social scientists and humanities experts explore how to harness the interaction between AI and society, revealing urgent avenues for research and policy.},

keywords = {AI, artificial intelligence, KI, Künstliche Intelligenz, O},

pubstate = {published},

tppubtype = {article}

}

@article{Buntins2024,

title = {Material teilen? Praktiken der Entwicklung und Nutzung digitaler Unterrichtsmaterialien von Lehrpersonen an Schulen in Deutschland},

author = {Katja Buntins and Daniel Diekmann and Maria Klar and Marc Rittberger and Michael Kerres},

url = {https://doi.org/10.21240/mpaed/00/2024.01.10.X},

doi = {10.21240/mpaed/00/2024.01.10.X},

isbn = {1424-3636},

year  = {2024},

date = {2024-01-10},

journal = {MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung},

volume = {2024},

issue = {Occasional Papers},

pages = {1–33},

abstract = {Das Internet bricht etablierte Praktiken der Unterrichtsvorbereitung auf. Neue Akteure werden sichtbar und die Rolle der staatlichen Regulation wird infrage gestellt. Wie finden Lehrpersonen an Schulen Unterrichtsmaterialien und wie gehen sie mit selbst entwickelten Materialien um? Eine large-scale Untersuchung mit 1.960 Lehrpersonen aus Deutschland erfasst ihre Handlungspraktiken mit Blick auf die Informationsquellen und Formate der Kollaboration. Die Ergebnisse bestätigen vorliegende Befunde, wonach Lehrende Materialien aller Art in den Weiten des Internets – vor allem über «Google» – suchen. Sie sammeln, entwickeln diese für sich und tauschen sich kaum mit Kolleg:innen aus. Für die weitere Entwicklung eines informationellen Ökosystems für Bildung, das schulübergreifend einen Rahmen für Lehren und Lernen in Schulen schafft, gilt es, das Zusammenspiel der Akteure neu auszurichten. Neben der Bereitstellung von offenen Materialien durch private und staatliche Anbieter:innen kommt insbesondere der kollaborativen Erarbeitung und (Nach-)Nutzung eine besondere Bedeutung zu.},

keywords = {Handlungspraxen, Lehrkräfte, Material nachnutzen, O, OER, Unterrichtsaufbereitungen},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {The Effectiveness of Using an H5P Pathway to Enhance College Students' Academic Style in Writing},

author = {Xue Yao and Ying Shao and Rong Luo},

url = {https://doi.org/10.33422/ejte.v6i1.1221},

doi = {10.33422/ejte.v6i1.1221},

issn = {2669-0667},

year  = {2024},

date = {2024-01-01},

journal = {European Journal of Teaching and Education},

volume = {6},

issue = {1},

pages = {35–45},

abstract = {This study investigates the effectiveness of using an H5P pathway to enhance college students' academic style in writing. The study was conducted at XJTLU, a Sino-foreign university, where the language barriers of first-year students posed difficulties in their transition from informal language to the formal tone required in academic writing. Through a careful experimental design, participants were assigned to either an experimental or a control group, with the former engaging in a structured H5P pathway including five specific academic writing style rules based on learner needs analysis. The five rules are in aspects of word choice, sentence structure, transition, hedging and redundancy. The latter received lesson PPTs with the same content. This paper discusses the results of the study, which show that the application of the H5P pathway effectively assisted Year 1 students at XJTLU in narrowing the gap between the two writing styles. Preliminary analysis indicates a significant improvement in the experimental group's academic writing style specifically in aspects of using formal words and complex sentence structure. By comparison, other than word choice, there is no significant improvement in the control group. The findings of this study highlight the potential of H5P pathways as an effective tool for enhancing college students' academic writing style. Through interactive and tailored activities, students’ challenges at academic writing conventions could be addressed. This research provides implications for innovative pedagogical strategies that can promote students' academic development.},

keywords = {Interactive videos, Learner engagement, O, technology-enhanced learning, writing conventions},

pubstate = {published},

tppubtype = {article}

}

@article{Woitt2023,

title = {Students’ feedback literacy in higher education: an initial scale validation study},

author = {Svenja Woitt and Joshua Weidlich and Ioana Jivet and Derya Orhan Göksün and Hendrik Drachsler and Marco Kalz},

url = {https://doi.org/10.1080/13562517.2023.2263838},

doi = {10.1080/13562517.2023.2263838},

issn = {1470-1294},

year  = {2023},

date = {2023-10-17},

urldate = {2023-10-17},

journal = {Teaching in Higher Education: Critical Perspectives},

pages = {1–20},

abstract = {Given the crucial role of feedback in supporting learning in higher education, understanding the factors influencing feedback effectiveness is imperative. Student feedback literacy, that is, the set of attitudes and abilities to make sense of and utilize feedback is therefore considered a key concept. Rigorous investigations of feedback literacy require psychometrically sound measurement. To this end, the present paper reports on the development and initial validation (N = 221) of a self-report instrument. Grounded in the conceptual literature and building on previous scale validation efforts, an initial overinclusive item pool is generated. Exploratory factor analysis and the Rasch measurement model yield adequate psychometric properties of an initial scale measuring two dimensions: feedback attitudes and feedback practices with a total of 21 items. We further provide evidence for criterion-related validity. Findings are discussed in light of the emerging feedback literacy literature and avenues for further improvement of the scale are reported.},

keywords = {exploratory factor analysis, Feedback literacy, higher education, O, Rasch analysis, scale development},

pubstate = {published},

tppubtype = {article}

}

@article{Sun2023,

title = {Beware the myth: learning styles affect parents’, children’s, and teachers’ thinking about children’s academic potential},

author = {Xin Sun and Owen Norton and Shaylene E. Nancekivell},

url = {https://doi.org/10.1038/s41539-023-00190-x},

doi = {10.1038/s41539-023-00190-x},

issn = {2056-7936},

year  = {2023},

date = {2023-10-17},

journal = {npj Science of Learning},

number = {46},

issue = {8},

abstract = {Three experiments examine how providing learning style information (a student learns hands-on or visually) might influence thinking about that student’s academic potential. Samples were American and predominately white and middle-class. In Experiment 1, parents (N = 94) and children (N = 73, 6–12 years) judged students who learn visually as more intelligent than hands-on learners. Experiment 2 replicated this pattern with parents and teachers (N = 172). In Experiment 3 (pre-registered), parents and teachers (N = 200) predicted that visual learners are more skilled than hands-on learners at “core” school subjects (math/language/social sciences, except science), whereas, hands-on learners were skilled at non-core subjects (gym/music/art). Together, these studies show that learning style descriptions, resultant of a myth, impact thinking about children’s intellectual aptitudes.},

keywords = {A, Lerntypen, Mythen, neuromyth},

pubstate = {published},

tppubtype = {article}

}

@article{Bleiklie2023,

title = {Norwegian higher education futures},

author = {Ivar Bleiklie},

url = {https://doi.org/10.1007/s10734-023-01107-8},

doi = {10.1007/s10734-023-01107-8},

issn = {1573-174X},

year  = {2023},

date = {2023-09-25},

journal = {Higher Education},

volume = {89},

pages = {311–330},

abstract = {The paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.},

keywords = {governance, higher education, higher education systems, Norway, O, public policy},

pubstate = {published},

tppubtype = {article}

}

@article{deVogel2023,

title = {Simply the best? Determinants of achieving the highest grade in a doctoral degree in Germany},

author = {Susanne de Vogel},

url = {https://doi.org/10.1007/s10734-022-00883-z},

doi = {10.1007/s10734-022-00883-z},

issn = {1573-174X},

year  = {2023},

date = {2023-05-01},

journal = {Higher Education},

volume = {85},

issue = {5},

pages = {1161–1180},

abstract = {In Germany, the final grade of a doctorate is significant for careers inside and outside the academic labor market. Particularly important is the highest grade—summa cum laude. At the same time, doctoral grades are constantly subject to criticism. Thus far, however, neither German nor international studies have examined the determinants of doctoral grades. Drawing on Hu’s model of college grades, this study develops a conceptual framework for explaining doctoral grades and investigates the impact of doctorate holders’, reviewers’, and environmental context characteristics on the probability of doctoral candidates graduating with the highest grade, summa cum laude. Using logistic regression analyses on data from the German PhD Panel Study, the study confirms that high-performing individuals are more likely to achieve the highest doctoral grade. A learning environment that is characterized by supervision security, high expectations to participate in scientific discourse, and strong support in network integration also increases the chances of graduating with a summa cum laude degree. In contrast, being female, having a highly respected reviewer, studying natural sciences, medical studies or engineering, completing an external doctorate, and studying within a learning environment characterized by rigid time constraints are negatively related to the probability of receiving a summa cum laude grade. This study is the first to lend empirical evidence to the critical discussion of doctoral grades and offers insights to ensure the validity of doctoral grades.},

keywords = {academic success, doctorate, grades, O, phd},

pubstate = {published},

tppubtype = {article}

}

@article{Mutawa2023,

title = {The Effectiveness of Using H5P for Undergraduate Students in the Asynchronous Distance Learning Environment},

author = {Abdullah M. Mutawa and Jamil Abdul Kareem Al Muttawa and Sai Sruthi},

url = {https://doi.org/10.3390/app13084983},

doi = {10.3390/app13084983},

issn = {2076-3417},

year  = {2023},

date = {2023-04-15},

journal = {Applied Sciences},

volume = {13},

issue = {8},

pages = {4983},

abstract = {As the COVID-19 pandemic caused many schools to go online, asynchronous distant learning has become popular. One of the main challenges of asynchronous distance learning is keeping students engaged and motivated, as they do not have the same engagement with their peers and teachers as in traditional face-to-face learning environments. HTML 5 package (H5P) is an interactive learning tool that has the potential to fill this need due to its numerous immediate interactive features, such as interactive videos, pop quizzes, and games during media playback. This study investigates the effectiveness of using H5P and Moodle in asynchronous distance learning environments for undergraduate students. The data collection methods included pre-and post-surveys for Moodle and H5P and the questions related to the student perspectives towards H5P features. The technology acceptance model (TAM) is employed to find student satisfaction. The results of this study suggest that both the H5P and Moodle could be valuable tools for making E-learning more effective. The interactive and engaging nature of H5P can provide students with a more enjoyable and effective learning experience, helping to keep them motivated and engaged throughout their studies.},

keywords = {advanced technologies, e-learning, H5P, interactive learning, learning analytics, O},

pubstate = {published},

tppubtype = {article}

}

@article{Eickhoff2023,

title = {Didaktische Gestaltung von MOOCs: Forschungsstand und Empfehlungen},

author = {Verena Eickhoff},

editor = {Martin Ebner and Thomas Staubitz and Markus Koschutnig-Ebner and Sebastian Serth},

url = {https://doi.org/10.3217/zfhe-18-01/04},

doi = {10.3217/zfhe-18-01/04},

issn = {2219-6994},

year  = {2023},

date = {2023-03-01},

journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},

volume = {18},

issue = {1},

pages = {57–75},

abstract = {Vor dem Hintergrund der steigenden Bedeutung digitaler Lehre und dem Bedarf nach Good Practice und Gestaltungsempfehlungen fragt der Beitrag nach der didaktischen Qualität von MOOCs sowie didaktischen Prinzipien und Maßnahmen, die erfolgreiches Lernen in MOOCs fördern. Unter Bezug auf aktuelle Forschungsergebnisse wird gezeigt, dass die didaktische Qualität von MOOCs als unzureichend zu bewerten ist. Anschließend werden mehrere didaktische Prinzipien auf ihre Eignung zur didaktischen Gestaltung von MOOCs geprüft und danach Maßnahmen vorgestellt, die sich als geeignet erwiesen haben, um das für den Lernerfolg in MOOCs wichtige selbstregulierte Lernen zu fördern.},

keywords = {A, didaktische Prinzipien, Instruktionsdesign, massive open online course (MOOC), Online-Lernen, Selbstgesteuertes Lernen, selbstreguliertes Lernen},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {MOOCs in der Hochschullehre – Motive und Erwartungen von Lehrenden und Studierenden},

author = {Carolin Flerlage and Andrea Bernholt and Ilka Parchmann},

editor = {Martin Ebner and Thomas Staubitz and Markus Koschutnig-Ebner and Sebastian Serth},

url = {https://doi.org/10.3217/zfhe-18-01/10},

doi = {10.3217/zfhe-18-01/10},

issn = {2219-6994},

year  = {2023},

date = {2023-03-01},

journal = {Zeitschrift für Hochschulentwicklung},

volume = {18},

issue = {1},

pages = {171–191},

abstract = {Lehrende spielen im Diskurs um Massive Open Online Courses (MOOCs) in der Hochschullehre als potenzielle Nutzer:innen und Entwickler:innen eine wichtige Rolle. Auch die Passung mit den Erwartungen der Studierenden ist entscheidend für eine breite Verankerung von MOOCs in der Lehre. In einer Fragebogenstudie mit 445 Lehrenden und 1644 Studierenden aus Schleswig-Holstein zeigt sich, dass Lehrende mit und ohne MOOC-Erfahrung ähnliche Motivationsstrukturen und Einstellungen zu digitalen Bildungsangeboten haben. Im Unterschied zu Studierenden sprechen sich Lehrende für kollaborative, seminarähnliche Formate aus. Für Studierende sind sowohl klare Strukturen als auch Wahlmöglichkeiten wichtig.},

keywords = {A, Einstellung, Hochschullehrende, massive open online courses (MOOCs), motivation, Studierende},

pubstate = {published},

tppubtype = {article}

}

@article{Limburg2022,

title = {Plagiarismus in Zeiten Künstlicher Intelligenz},

author = {Anika Limburg and Peter Salden and Margret Mundorf and Doris Weßels},

editor = {Ines Langemeyer and Ernst Schraube and Peter Tremp},

url = {https://doi.org/10.3217/zfhe-17-03/06},

doi = {10.3217/zfhe-17-03/06},

issn = {2219-6994},

year  = {2022},

date = {2022-10-01},

journal = {Zeitschrift für Hochschulentwicklung (ZFHE)},

volume = {17},

issue = {3},

pages = {91–106},

abstract = {Software auf Basis Künstlicher Intelligenz aus dem Bereich des Natural Language Processing hat das Potenzial,  wissenschaftliches Schreiben grundlegend zu verändern.  Entsprechende Tools können bereits erstaunlich kohärente  Texte in wissenschaftlichem Ton produzieren. Dies führt zu  fundamentalen Fragen guter wissenschaftlicher Praxis und  akademischer Kultur. Wir diskutieren diese Entwicklung vor  dem Hintergrund einer Befragung deutscher  Schreibdidaktiker:innen und arbeiten Fragen heraus, die im  Zusammenhang mit KI-Schreibtools zukünftig von  zentraler Bedeutung sein werden. Abschließend schlagen  wir einen Passus für eine Selbstständigkeitserklärung vor,  der den Entwicklungen Rechnung trägt.},

keywords = {A, AI, artificial intelligence, gute wissenschaftliche Praxis, KI, Künstliche Intelligenz, Natural Language Processing, plagiarism, Plagiarismus, reflective science, Schreibdidaktik, writing tools},

pubstate = {published},

tppubtype = {article}

}

@article{Brandenburger2022,

title = {A multidimensional and analytical perspective on Open Educational Practices in the 21st century},

author = {Bonny Brandenburger},

editor = {Ana Luísa Rodrigues},

url = {https://doi.org/10.3389/feduc.2022.990675},

doi = {10.3389/feduc.2022.990675},

year  = {2022},

date = {2022-09-26},

journal = {Frontiers in Education},

volume = {7},

abstract = {Participatory approaches to teaching and learning are experiencing a new lease on life in the 21st century as a result of the rapid technology development. Knowledge, practices, and tools can be shared across spatial and temporal boundaries in higher education by means of Open Educational Resources, Massive Open Online Courses, and open-source technologies. In this context, the Open Education Movement calls for new didactic approaches that encourage greater learner participation in formal higher education. Based on a representative literature review and focus group research, in this study an analytical framework was developed that enables researchers and practitioners to assess the form of participation in formal, collaborative teaching and learning practices. The analytical framework is focused on the micro-level of higher education, in particular on the interaction between students and lecturers when organizing the curriculum. For this purpose, the research reflects anew on the concept of participation, taking into account existing stage models for participation in the educational context. These are then brought together with the dimensions of teaching and learning processes, such as methods, objectives and content, etc. This paper aims to make a valuable contribution to the opening up of learning and teaching, and expands the discourse around possibilities for interpreting Open Educational Practices.},

keywords = {A, OEP, Open Educational Practices},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Do the political attitudes of students change during their time in higher education?},

author = {Tom Fryer},

url = {https://doi.org/10.1007/s10734-022-00915-8},

doi = {10.1007/s10734-022-00915-8},

issn = {1573-174X},

year  = {2022},

date = {2022-09-13},

journal = {Higher Education},

volume = {86},

pages = {563–590},

abstract = {Experience of higher education (HE) has come to characterise many contemporary political divisions, including those related to Brexit, Trump and coronavirus policy. However, the academic literature is unclear whether HE plays a causal role in changing peoples’ political attitudes or is simply a proxy. Furthermore, in many contexts, there is limited descriptive evidence on whether students’ political attitudes change during HE. This paper focuses on the UK, using data from the British Election Study, to make a twofold contribution. Firstly, the paper introduces recent political science theorising on the nature of contemporary political divisions, which has remained largely outside the HE literature to date. This theorising is illustrated through a cross-sectional analysis, comparing the political attitudes of those with and without experience of HE, showing that the former tend to be more left-leaning and less ethnocentric. Secondly, a longitudinal analysis is performed to assess how students’ political attitudes change during their time in HE. While in HE, students tend to make small movements to the left and become less ethnocentric, representing approximately 20–33% of the overall division between those with and without experience of HE. These findings are interpreted through a critical realist lens—they evidence that HE could have a causal role to play in creating contemporary political divisions. However, to establish whether HE does play a causal role, further intensive research is needed to explore how particular aspects of HE might bring about these changes and how this varies for different students in different contexts.},

keywords = {graduate outcomes, higher education, O, political attitudes, politics, student politics},

pubstate = {published},

tppubtype = {article}

}

@article{Ebner2022,

title = {OER Impact Assessment: A framework for higher education institutions and beyond. Approaches to assess the impact of Open Educational Resources},

author = {Martin Ebner and Dominic Orr and Sandra Schön},

url = {https://doi.org/10.1515/edu-2022-0018},

doi = {10.1515/edu-2022-0018},

issn = {2544-7831},

year  = {2022},

date = {2022-07-28},

journal = { Open Education Studies},

volume = {4},

issue = {1},

pages = {296–309},

abstract = {The  purpose  of  this  paper  is  to  provide  an  overview   of   approaches   to   and   insights   for   impact   assessment on open educational resources (OER) in higher education and building on this to sketch a framework for university focussed OER impact assessment. The authors describe  the  literature  on  impact  assessment  in  the  OER  context  and  the  existing  contributions  to  OER  impact  assessment in higher education. Findings of the analysis are that there are few contributions on the effects of OER in general or of specific OER initiatives. Four contributions are presented in more detail. From these examples and the literature  analysis,  derivations,  and  challenges  for  OER  impact assessment are drawn, such as the large diversity in  OER  purposes  and  the  invisibility  of  the  re-usage  of  OER.  The  contribution  sketches  a  framework  model  for  describing  OER-relevant  results,  outcomes,  and  impact,  and more specifically demonstrates how this can be done for  exemplary  OER-related  objectives.  This  contribution  is  thus  of  relevance  to  funding  bodies  and  institutions  working  in  the  context  of  higher  education  that  wish  to  systematically evaluate and monitor statements about the effectiveness  of  OER  activities  according  to  the  UNESCO  (2019) OER recommendation.},

keywords = {A, higher education, impact analysis, impact assessment, open educational ressources (OER), strategy},

pubstate = {published},

tppubtype = {article}

}

@article{Jordan2022,

title = {JIME Virtual Special Collection – 2012 to 2022: The Decade of the MOOC},

author = {Katy Jordan and Fereshte Goshtasbpour},

url = {https://doi.org/10.5334/jime.757},

doi = {10.5334/jime.757},

issn = {1365-893X},

year  = {2022},

date = {2022-05-25},

journal = {Journal of Interactive Media in Education},

volume = {2022},

issue = {1},

abstract = {In a New York Times article, Pappano (2012) declared 2012 as ‘the year of the MOOC’. It was a year which saw a surge in interest in this new, open form of online higher education. While the initial hype around Massive Open Online Courses (MOOCs) subsided and their form has changed significantly from the first large-scale courses, more learners than ever are registered with the platforms, which have attracted substantial levels of investment. In this special collection, we bring together articles published in the Journal of Interactive Media in Education over the past ten years, which have focused upon MOOCs from a diverse range of research perspectives. First, we provide an overview of major events and trends in relation to MOOCs over the past ten years. We then take a closer look at the 25 papers published in JIME and included in the virtual special collection, arranged in relation to four main themes, including: situating MOOCs; learning design and roles; MOOCs and languages; and accessibility and inclusion.},

keywords = {A, massive open online course (MOOC), massive open online courses (MOOCs), open education},

pubstate = {published},

tppubtype = {article}

}

@article{Barenberg2022,

title = {Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht},

author = {Jonathan Barenberg and Stephan Dutke},

url = {https://doi.org/10.1007/s42010-021-00138-3},

doi = {10.1007/s42010-021-00138-3},

issn = {2520-873X},

year  = {2022},

date = {2022-03-01},

journal = {Unterrichtswissenschaft},

volume = {50},

pages = {17–36},

abstract = {In Schule und Hochschule werden Tests meist als Instrument zur Leistungsüberprüfung und -bewertung eingesetzt. Dabei weisen Ansätze des evidenzbasierten Lehrens und Lernens darauf hin, dass Testen als Abrufübung auch zur Lernförderung eingesetzt werden können. Es werden drei Argumente erörtert, die für eine Anwendung von Abrufübungen als Lernmethode in der Unterrichtspraxis sprechen: (1) Entwicklung der Testeffektforschung von Laborkontexten zu Anwendungskontexten sowie direkte Effekte des Testens auf (2) den Transfer von Wissen und (3) auf unterrichtsrelevante, metakognitive Prozesse. Abschließend werden sowohl Schlussfolgerungen für die Umsetzung von Abrufübungen im Unterricht beschrieben als auch Konsequenzen für den Wissenschafts-Praxis-Transfer diskutiert.},

keywords = {Abrufübung, Evidence-based teaching, Evidenzbasiertes Lehren und Lernen, Metacognition, Metakognition, O, Retrieval practice, Testeffekt, Testing effect, Transfer},

pubstate = {published},

tppubtype = {article}

}