Bibliothek

@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{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{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}

}

@article{Otto2021b,

title = {Offen gemacht: Der Stand der internationalen evidenzbasierten Forschung zu Open Educational Resources (OER)},

author = {Daniel Otto and Nadine Schröder and Daniel Diekmann and Pia Sander},

url = {https://doi.org/10.1007/s11618-021-01043-2},

doi = {10.1007/s11618-021-01043-2},

issn = {1862-5215},

year  = {2021},

date = {2021-10-00},

urldate = {2021-10-00},

journal = {Zeitschrift für Erziehungswissenschaft},

volume = {24},

number = {5},

pages = {1061–1085},

publisher = {Springer Science and Business Media LLC},

abstract = {Open Educational Resources (OER) bilden ein wichtiges Element im Diskurs über eine Digitalisierung von Bildung. Der Beitrag erhebt den Stand der internationalen empirischen Forschung zu OER, um dadurch Desiderate für eine zukünftige Forschungsagenda aufzuzeigen. Mittels eines systematischen Mapping-Ansatzes wird dafür die empirische, englischsprachige Forschungslandschaft kartiert. Die Ergebnisse zeigen, dass Forschung vor allem im Hochschulbereich betrieben wird und wenige Studien für den Bereich Schule vorliegen. Forschungsmethodisch sind quantitative Studien prävalent, die vorwiegend umfragebasiert durchgeführt werden. Das primäre Forschungsinteresse der Studien konzentriert sich auf Wahrnehmungsfaktoren von OER sowie auf deren Übernahme und Nutzung in der Bildungspraxis. Ein weiteres Forschungsfeld sind Offene Textbücher und deren komparative Kostenvorteile oder qualitative Vergleichbarkeit mit kostenpflichtigem Bildungsmaterial. Forschungsdesiderate liegen im Feld der Usability respektive Benutzerfreundlichkeit von OER-Repositorien. Forschung hierzu könnte die zahlreichen Bundesländerinitiativen zur Etablierung von OER-Landesportalen unterstützen. Weitere Forschungslücken finden sich bei den Effekten der Nutzung von OER auf das pädagogische Handeln und die Veränderungen etablierter Bildungspraktiken.},

keywords = {A, Empirische Bildungsforschung, Internationale empirische Forschung, OER, open educational ressources (OER), Systematic Mapping},

pubstate = {published},

tppubtype = {article}

}

@article{Gumm2021,

title = {Hybride Lehre – eine Taxonomie zur Verständigung},

author = {Dorina Gumm and Steffi Hobuß},

url = {https://gabi-reinmann.de/wp-content/uploads/2021/07/Impact_Free_38.pdf},

year  = {2021},

date = {2021-08-01},

journal = {Impact Free: Journal für freie Bildungswissenschaftler},

volume = {38},

pages = {1–11},

address = {Hamburg},

keywords = {Blended Learning, hybride Lehre, O, taxonomy},

pubstate = {published},

tppubtype = {article}

}

@article{Venable2021,

title = {Gender Differences in Online Learning: Insights from recent graduates},

author = {Melissa Venable},

url = {https://doi.org/10.1145/3473344.3460821

https://elearnmag.acm.org/archive.cfm?aid=3460821&doi=10.1145%2F3473344.3460821},

doi = {10.1145/3473344.3460821},

issn = {1535-394X},

year  = {2021},

date = {2021-07-30},

journal = {eLearn},

volume = {2021},

number = {6},

abstract = {How might the online learning experience, and the support required for success, differ for men and women? New survey research captures insights from 505 participants, including 295 women, who graduated from online programs between 2015 and 2020. This article provides an overview of the characteristics of online students, highlighting the challenges female students face and considerations for supporting their success. Differences in demographic characteristics across gender were found in the areas of degree level and academic major, income, age, and ethnic diversity. More men chose computer and information sciences majors, while more women were in healthcare and education. Female students were also younger and at lower income levels than their male counterparts when they were enrolled in their online programs. And while the majority of study participants were White, women represented more ethnic diversity than men. Recommendations include the review and revision of curricula and support programs with specific learner characteristics in mind, addressing potential biases with culturally responsive strategies leading to greater representation. Future research should continue to track trends related to online student needs and perspectives and expand descriptions of gender beyond binary categories.},

keywords = {A, Diversity, Gender, online learning, online studying},

pubstate = {published},

tppubtype = {article}

}

@article{Killam2021,

title = {Virtual Simulations to Replace Clinical Hours in a Family Assessment Course: Development Using H5P, Gamification, and Student Co-Creation},

author = {Laura A. Killam and Marian Luctkar-Flude},

url = {https://doi.org/10.1016/j.ecns.2021.02.008

https://www.youtube.com/watch?v=KijC4y1hDBo},

doi = {10.1016/j.ecns.2021.02.008},

year  = {2021},

date = {2021-04-08},

urldate = {2021-04-08},

journal = {Clinical Simulation in Nursing},

volume = {57},

pages = {59–65},

abstract = {Quality clinical placements have become increasingly challenging to locate, supervise, and learn from. The purpose of this article is twofold: (1) to describe the process used to develop virtual simulations for a family assessment course using H5P technology; and (2) to describe how gamification was used to leverage student creativity as scenario creators and actors. Anecdotally, the use of H5P technology and students as simulation co-creators has improved the learning experience in a first-year family assessment course.},

keywords = {co-creation, computer-based simulation, gamification, H5P, nursing student, O, web-based simulation},

pubstate = {published},

tppubtype = {article}

}

@article{Toth2021,

title = {Lernkulturen und Persönlichkeit: Warum MOOCs doch nicht die Bildungsungleichheit auflösen konnten},

author = {Christian Toth},

url = {https://www.medienpaed.com/article/view/1074

https://doi.org/10.21240/mpaed/42/2021.04.08.X},

doi = {10.21240/mpaed/42/2021.04.08.X},

isbn = {1424-3636},

year  = {2021},

date = {2021-04-01},

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

volume = {42},

number = {Optimierung},

pages = {134–151},

abstract = {Digitale Medien sind in der modernen Bildungslandschaft stetiger Hoffnungsträger für die Aufhebung der Bildungsungleichheit. Im Fokus der 2010er Jahre standen Massive Open Online Courses (MOOCs), die spätestens seit dem grossen MOOC-Hype 2012 kontinuierlich und in stetig wechselnder Gestalt als Optimierungen der Hochschulbildung gehandelt werden und selbst in den vergangenen sieben Jahren zahlreiche Veränderungen durchlaufen haben. MOOCs haben in der deutschen Hochschulbildung zu kontroversen Diskussionen geführt, bisweilen nehmen MOOCs an deutschen Hochschulen jedoch keinen besonderen Stellenwert ein. Dabei gäbees durchaus Potenziale zur Weiterentwicklung (und damit auch Optimierung) der Hochschullehre, wenn man an internationale Entwicklungen der MOOC-Forschung anknüpfen würde. Dieser Beitrag bilanziert, ob MOOCs den Ansprüchen der Digitalisierung in Hochschulen und den gesellschaftlichen Erwartungen, der Bildungsungleichheit entgegenzuwirken, gerecht werden und stützt sich in der kritischen Einschätzung auf die Ergebnisse einer gross angelegten (N > 1000) und abgeschlossenen quantitativen Studie über vier internationale MOOCs. Die Forschungsergebnisse begründen, warum MOOCs in ihrer traditionellen Form nicht zwingend zu einer Optimierung der Hochschulbildung führen, geben jedoch Hinweise darauf, wie dies nach wie vor gelingen könnte.},

keywords = {A, massive open online course (MOOC), Optimierung},

pubstate = {published},

tppubtype = {article}

}

@article{Reinmann2021,

title = {Hybride Lehre – Ein Begriff und seine Zukunft für Forschung und Praxis},

author = {Gabi Reinmann},

url = {https://gabi-reinmann.de/wp-content/uploads/2021/02/Impact_Free_35.pdf},

year  = {2021},

date = {2021-02-01},

journal = {Impact Free: Journal für freie Bildungswissenschaftler},

volume = {35},

keywords = {A, Begriffsfindung, Blended Learning, Corona, hybride Lehre},

pubstate = {published},

tppubtype = {article}

}

@article{Svenik2021,

title = {Open Science als Beitrag zur Qualität in der Bildungsforschung},

author = {Georg Krammer and Erich Svenik},

url = {https://doi.org/10.1007/s35834-020-00286-z},

doi = {10.1007/s35834-020-00286-z},

issn = {2190-6904},

year  = {2021},

date = {2021-01-08},

urldate = {2021-01-08},

journal = {Zeitschrift für Bildungsforschung},

volume = {10},

pages = {263–278},

abstract = {Ausgangspunkt dieses Beitrags sind Diskussionen um die Belastbarkeit empirischer Befunde in benachbarten Disziplinen, namentlich der Sozialpsychologie, die in der sog. „Replication Crisis“ gipfelten. Von derartigen Diskussionen um Replikationen und „Questionable Research Practices“ ist die Bildungsforschung bisher noch nicht in dem Maße betroffen, aber die Problemlagen sind in Teilbereichen ähnlich. Es mag daher nur eine Frage der Zeit sein, bevor diese Kontroversen auch in der Bildungsforschung aufkommen. Vor diesem Hintergrund argumentieren wir, wie Open Science einen Beitrag leisten kann, um die Belastbarkeit von Befunden der Bildungsforschung zu erhöhen. Im Besonderen greifen wir drei Open Science Praktiken auf: Präregistrierung, Open Materials und Open Data. Wir stellen diese vor und beleuchten, wie sie in der Bildungsforschung implementiert werden können. Wir thematisieren dabei die spezifischen Verhältnisse der Bildungsforschung im Vergleich zu Nachbardisziplinen, und gehen auf Limitationen und Besonderheiten der Bildungsforschung ein. Wir schließen mit einem Plädoyer für Transparenz.},

keywords = {Empirische Bildungsforschung, epirical educational science, O, open science, questionable research practices, replication crisis, Replikationskrise, transparency, Transparenz},

pubstate = {published},

tppubtype = {article}

}

@article{Newton2020,

title = {How Common Is Belief in the Learning Styles Neuromyth, and Does It Matter? A Pragmatic Systematic Review},

author = {Philip M. Newton and Atharva Salvi},

url = {https://doi.org/10.3389/feduc.2020.602451},

doi = {10.3389/feduc.2020.602451},

year  = {2020},

date = {2020-12-14},

journal = {Frontiers in Education},

volume = {5},

pages = {270},

abstract = {A commonly cited use of Learning Styles theory is to use information from self-report questionnaires to assign learners into one or more of a handful of supposed styles (e.g., Visual, Auditory, Converger) and then design teaching materials that match the supposed styles of individual students. A number of reviews, going back to 2004, have concluded that there is currently no empirical evidence that this “matching instruction” improves learning, and it could potentially cause harm. Despite this lack of evidence, survey research and media coverage suggest that belief in this use of Learning Styles theory is high amongst educators. However, it is not clear whether this is a global pattern, or whether belief in Learning Styles is declining as a result of the publicity surrounding the lack of evidence to support it. It is also not clear whether this belief translates into action. Here we undertake a systematic review of research into belief in, and use of, Learning Styles amongst educators. We identified 37 studies representing 15,405 educators from 18 countries around the world, spanning 2009 to early 2020. Self-reported belief in matching instruction to Learning Styles was high, with a weighted percentage of 89.1{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}, ranging from 58 to 97.6{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306}. There was no evidence that this belief has declined in recent years, for example 95.4{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} of trainee (pre-service) teachers agreed that matching instruction to Learning Styles is effective. Self-reported use, or planned use, of matching instruction to Learning Styles was similarly high. There was evidence of effectiveness for educational interventions aimed at helping educators understand the lack of evidence for matching in learning styles, with self-reported belief dropping by an average of 37{37d1f293241a1edd19b097ce37fa29bd44d887a41b5283a0fc9485076e078306} following such interventions. From a pragmatic perspective, the concerning implications of these results are moderated by a number of methodological aspects of the reported studies. Most used convenience sampling with small samples and did not report critical measures of study quality. It was unclear whether participants fully understood that they were specifically being asked about the matching of instruction to Learning Styles, or whether the questions asked could be interpreted as referring to a broader interpretation of the theory. These findings suggest that the concern expressed about belief in Learning Styles may not be fully supported by current evidence, and highlight the need to undertake further research on the objective use of matching instruction to specific Learning Styles.},

keywords = {differentiation, evidence-based education, Honey and Mumford, Kolb, neuromyth, O, pragmatism, VARK},

pubstate = {published},

tppubtype = {article}

}

@article{Dreifuerst2020,

title = {Using Debriefing for Meaningful Learning With Screen-Based Simulation},

author = {Kristina T. Dreifuerst and Cynthia S. Bradley and Brandon K. Johnson},

url = {https://dx.doi.org/10.1097/NNE.0000000000000930},

doi = {10.1097/NNE.0000000000000930},

year  = {2020},

date = {2020-10-22},

urldate = {2020-10-22},

journal = {Nurse Educator: 7/8 2021},

volume = {46},

number = {4},

pages = {239–244},

abstract = {Background 

COVID-19 has led to increased use of screen-based simulation. However, the importance of including a robust debriefing as a component of these simulations is often neglected.



Problem 

Failing to include debriefing with screen-based simulation could negatively impact student learning outcomes.



Approach 

Debriefing, including recollection, discussion to reveal understanding, feedback and reflection, is a process of helping learners make sense of learned content and knowledge as it is applied to the patient care experience. Debriefing for Meaningful Learning (DML) is an evidence-based method derived from theory, which can be easily incorporated into screen-based simulation to augment the clinical learning experience.



Conclusion 

By guiding learners to consistently engage in DML, clinical decisions and actions taken during virtual simulations can be uncovered, discussed, challenged, corrected, and explored. Including a synchronous, structured debriefing like DML ensures that screen-based simulation results in meaningful learning in addition to performance feedback to foster safe and quality patient care.},

keywords = {debriefing, Debriefing for Meaningful Learning, O, screen-based simulation, virtual simulation},

pubstate = {published},

tppubtype = {article}

}

@article{Crook2020,

title = {How internet essay mill websites portray the student experience of higher education},

author = {Charles Crook and Elizabeth Nixon},

url = {https://doi.org/10.1016/j.iheduc.2020.100775

https://www.sciencedirect.com/science/article/pii/S1096751620300518},

doi = {10.1016/j.iheduc.2020.100775},

issn = {1096-7516},

year  = {2020},

date = {2020-10-17},

journal = {The Internet and Higher Education},

volume = {48},

pages = {100775},

abstract = {Higher education is under mounting pressure to confront student practices of assignment outsourcing to internet services. The scale and buoyancy of this ‘essay mill’ industry has now been well documented, including its various marketing techniques for urging students to purchase bespoke academic work. However, the inherently suspect nature of such services demands that they adopt a particularly shrewd and empathic rhetoric to win custom from website visitors. In this paper, we investigate how such rhetoric currently constructs a critical version of the student's higher education experience. We present a thematic analysis of promotional text and images as found on a large sample of essay mill sites. Findings reveal how these sites promulgate a hostile and negative attitude towards higher educational practice. Yet these findings may also indicate where the higher education sector needs to reflect on its practice, not least in order to resist the toxic messages of essay mills.},

keywords = {empathy, essay mills, O, promotional communication, rhetoric, student experience},

pubstate = {published},

tppubtype = {article}

}

@article{Haddaway2020,

title = {Eight problems with literature reviews and how to fix them},

author = {Neal R. Haddaway and Alison Bethel and Lynn V. Dicks and Julia Koricheva and Biljana Macura and Gillian Petrokofsky and Andrew S. Pullin and Sini Savilaakso and Gavin B. Stewart},

url = {https://doi.org/10.1038/s41559-020-01295-x},

doi = {10.1038/s41559-020-01295-x},

issn = {2397-334X},

year  = {2020},

date = {2020-10-12},

journal = {Nature Ecology & Evolution},

volume = {4},

pages = {1582–1589},

abstract = {Traditional approaches to reviewing literature may be susceptible to bias and result in incorrect decisions. This is of particular concern when reviews address policy- and practice-relevant questions. Systematic reviews have been introduced as a more rigorous approach to synthesizing evidence across studies; they rely on a suite of evidence-based methods aimed at maximizing rigour and minimizing susceptibility to bias. Despite the increasing popularity of systematic reviews in the environmental field, evidence synthesis methods continue to be poorly applied in practice, resulting in the publication of syntheses that are highly susceptible to bias. Recognizing the constraints that researchers can sometimes feel when attempting to plan, conduct and publish rigorous and comprehensive evidence syntheses, we aim here to identify major pitfalls in the conduct and reporting of systematic reviews, making use of recent examples from across the field. Adopting a ‘critical friend’ role in supporting would-be systematic reviews and avoiding individual responses to police use of the ‘systematic review’ label, we go on to identify methodological solutions to mitigate these pitfalls. We then highlight existing support available to avoid these issues and call on the entire community, including systematic review specialists, to work towards better evidence syntheses for better evidence and better decisions.},

keywords = {A, literature review},

pubstate = {published},

tppubtype = {article}

}

@article{vanderMeij2020,

title = {Effects of embedded questions in recorded lectures},

author = {Hans van der Meij and Linn Bӧckmann },

url = {https://doi.org/10.1007/s12528-020-09263-x},

doi = {10.1007/s12528-020-09263-x},

issn = {1867-1233},

year  = {2020},

date = {2020-09-07},

journal = {Journal of Computing in Higher Education},

abstract = {Online video-recorded lectures have become an increasingly more important means for student learning (e.g., in flipped classrooms). However, getting students to process these lectures sufficiently to come to class well-prepared is a challenge for educators. This paper investigates the effectiveness of open-ended embedded questions for accomplishing that. An experiment compared a video-recorded lecture presented online with and without such questions. No feedback was given on responses to the questions. University students (N = 40) viewed the lecture, responded to a questionnaire on self-efficacy and usability, and completed a knowledge test. User logs revealed that the students engaged significantly more with the embedded questions lecture. Engagement was not related to knowledge test results, however. Uniformly high appraisals were given for self-efficacy, usefulness, ease of use and satisfaction. Mean test scores were significantly higher for the embedded questions condition. It is concluded that open-ended embedded questions without feedback can increase the effectiveness of online video-recorded lectures as learning resources.},

keywords = {embedded questions, O, quizzing, self-efficacy, Usability, video-recorded lectures},

pubstate = {published},

tppubtype = {article}

}

@article{nokey,

title = {Beyond course work: expanding what’s valued in computer science degree programs},

author = {Seungoh Paek and Peter Leong and Philip M. Johnson and Carleton Moore},

url = {https://doi.org/10.1108/JARHE-12-2019-0317},

doi = {10.1108/JARHE-12-2019-0317},

issn = {2050-7003},

year  = {2020},

date = {2020-09-04},

journal = {Journal of Applied Research in Higher Education},

volume = {13},

number = {3},

pages = {741–758},

publisher = {Emerald Publishing Limited},

abstract = {As the field of Computer Science (CS) continues to diversify and expand, the need for undergraduates to explore career possibilities and develop personalized study paths has never been greater. This reality presents a challenge for CS departments. How do the students striving to become competent professionals in an ever-changing field of study? How do they do this efficiently and effectively? This study addresses such questions by introducing RadGrad, an online application combining features of social networks, degree planners and serious games.},

keywords = {Career goals, Computer science education, Curriculum, Diversity, higher education, O, Retention},

pubstate = {published},

tppubtype = {article}

}